BABEd Final 1_1 Syllabus Mumbai University

Page 1

Page 2

Copy for information and necessary action : -

1. The Deputy Registrar, College Affiliations & Development Department
(CAD),
2. College Teachers Approval Unit (CTA),
3. The Deputy Registrar, (Admissions, Enrolment, Eligibility and
Migration Department (AEM),
4. The Deputy Registrar, Academic Appointments & Quality Assurance
(AAQA)
5. The Deputy Registrar, Research Administration & Promotion Cell
(RAPC),
6. The Deputy Registrar, Executive Authorities Section (EA)
He is requested to treat this as action taken report on the concerned
resolution adopted by the Academic Council referred to the above
circular.

7. The Deputy Registrar, PRO, Fort, (Publication Section),
8. The Deputy Registrar, Special Cell,
9. The Deputy Registrar, Fort Administration Department
(FAD) Record Section,
10. The Deputy Registrar, Vidyanagari Administration Department
(VAD),


Copy for information : -


1. The Director, Dept. of Information and Communication Technology
(DICT), Vidyanagari,
He is requested to upload the Circular University Website
2. The Director of Department of Student Development (DSD) ,
3. The Director, Institute of Distance and Open Learning (IDOL Admin),
Vidyanagari,
4. All Deputy Registrar, Examination House,
5. The Deputy Registrars, Finance & Accounts Section,
6. The Assistant Registrar, Administrative sub -Campus Thane,
7. The Assistant Registrar, School of Engg. & Applied Sciences, Kalyan,
8. The Assistant Registrar, Ratnagiri sub -centre, Ratnagiri,
9. P.A to Hon’ble Vice -Chancellor,
10. P.A to Pro -Vice-Chancellor,
11. P.A to Registrar,
12. P.A to All Deans of all Faculties,
13. P.A to Finance & Account Officers, (F & A.O),
14. P.A to Director, Board of Examinations and Evaluation,
15. P.A to Director, Innovation, Incubation and Linkages,
16. P.A to Director, Department of Li felong Learning and Extension (D LLE),
17. The Receptionist,
18. The Telephone Operator,

Copy with compliments for information to : -

19. The Secretary, MUASA
20. The Secretary, BUCTU.

Page 3

AC – 06/04/2023
Item No. – 8.1(N)




University of Mumbai





Syllabus for

B.A.B.Ed. four years integrated course
Semester – (I to VIII)
(Choice Based Credit System)



(Introduced from the academic year 2023 -24)

Page 4

University of Mumbai



O: 6867 Title of Course B.A.B.Ed. four years integrated
course
O:6868 Eligibility Passed Standard XII – Arts faculty
R: 9687 Duration of Course 04 years Integrated Teacher Education
Programme
R:9688 Intake Capacity 50
R: 9689 Scheme of Examination 60:40
R: 9690 Standards of Passing College Assessment+ University
Assessment
No. of years/Semesters: Sem – I to VIII
Level: P.G. / U.G./ Diploma / Certificate
Pattern: Yearly / Semester
Status: New / Revised
To be implemented from Academic Year : From the Academic Year 2023

Signature: Signature:

Chairman of Board of Studies Faculty of Dean
- 24

Page 5

2 Chairperson:
Dr. Sunita Magre
Professor& Head, Department of Education
Board of Studies in Education

Convenor:
Dr. Frances Vaidya
Member, Board of Studies in Education
Associate Professor, Gandhi Shikshan Bhavan’s
Smt. Surajba College of Education

CORE COMMITTEE MEMBERS:
Dr. Mrs. Masarrat Saheb Ali, Principal Govt. of Maharashtra’s Secondary Training
College, Mumbai
Dr. Ratani Thakur, Principal, Oriental College of Education, Sanpada
Dr. Judy Grace Andrews, Associate Professor, Gandhi Shikshan Bhavan’s Smt.
Surajba College of Education, Juhu
Dr. Andrea Coutinho, Sophia College, Bhulabhai Desai Road, Opp. Breach Candy
Hospital, Mumbai Maharashtra 400026

Dr. Seema Kamble, Principal, Shri Bapusaheb D.D Vispute College of Education,
Sector 15, New Panvel East, Navi Mumbai -410206
Dr. Ankush Audhakar, Principal, Sindhudurg Education Soc. Tondavali, Maharashtra
416601
Dr. Swati Dhoke , Assistant Professor, Seva Sadan’s College of Education,
Ulhasnagar -3
Dr. Ketki Satpute, Assistant Professor, Sree Narayana Guru College of Education,
Mumbai
Dr. Malavika Ahlawat, Assistant Professor, Pal Rajendra Bed College, Kandivali
East, Mumbai 400101
Smt. Kalpana Chavhan, Assistant Professor, St. Xavier’s Institute of Education
Dr. Mary Varghese, Assistant Professor, Seva Sadan’s College of Education,
Ulhasnagar -3
Dr. Rajashree Milind Joshi, Assistant Professor, Seva Sadan’s College of Education,
Ulhasnagar -3

Page 6

3 Overall Credit and Marks Details
(B.A B.Ed.)


Semester Credits Marks B .A B.Ed.
I 45 750 500 250
II 45 750 500 250
III 45 750 400 350
IV 45 750 400 350
V 45 750 300 450
VI 45 750 400 350
VII 45 750 200 550
VIII 45 750 300 450
Total 360 6000 3000 3000

Page 7

4
SUBJECT COMBINATIONS

PART I
COMPULSORY LANGUAGE
Hindi/Marathi/Urdu/Gujarati
FOUNDATION COURSE (COMPULSORY)
ENGLISH (COMMUNICATION SKILLS) COMPULSORY
PART II
PERSPECTIVES IN EDUCATION
General Education Educational
Foundations Educational Studies
Indian Constitution/Human Rights/Library
Resources Knowledge and
Curriculum Learning and Teaching
Gandhism / Mass Communication/Investment
Analysis Indian Society and
Education Educational Management
Women Studies Childhood and Growing
Up Assessment for Learning
Gender Studies ICT for Teaching and
Learning
Action Research
PART III
CURRICULUM AND PEDAGOGICAL STUDIES
PART III: CORE BA: ANCILLARY MAJOR
English/Hindi/Marathi/Urdu/Gujarati/German
PART III: CORE BA: SCHOOL SUBJECTS (History/Geography/Economics, Mathematics
and Statistics)
PART III CORE BA: JUNIOR COLLEGE SUBJECTS (Psychology/Sociology/Philosophy/
Political Science)

Page 8

5

PART IV
LANGUAGE AND COMMUNICATION AND DEVELOPMENT OF SELF
Drama and Arts
Reading and Reflecting on Texts
Social Sensitive Awareness Program
PART V
ABILITY COURSE
Health and Yoga
Education
Understanding the Self
ICT Skills
PART VI
PRACTICUM AND SCHOOL INTERNSHIP
Internship (20 weeks Practice teaching - 4 weeks in third year and 16 weeks in fourth
year). Minimum of 25% of all lessons taught by students for each pedagogic area should
be observed
Community Work

Page 9

6 SEMESTER I B.A B.Ed.

Title of
the
Course Name of the Course Credits CA UA Total
PART I
BA Compulsory Language:
Hindi/Marathi/Urdu/Gujarati 6 40 60 100
BA Foundation Course 3 10 40 50
BA English (Communication
Skills) 3 10 40 50
PART II
B.Ed. Perspectives in Education
B.Ed. Course 1
Childhood and Growing Up 6 40 60 100
B.Ed. Perspectives in Education
B.Ed. Course 1
Creating an Inclusive Society 6 40 60 100
PART III
BA Curriculum and Pedagogical
Studies
Core: B.A (Ancillary Major)
English/Hindi/ Marathi/Urdu/
Gujarati/German 6 40 60 100
BA Core: B.A (School Subjects)
History/ Geography/Economics /
Mathematics and Statistics 6 40 60 100
BA Core: B.A (Junior College
Subjects)
Psychology/Sociology/Philosophy/
Political Science. 6 40 60 100
PART V
B.Ed. Ability Course
B.Ed. Course 1
Health and Yoga 3 50 --- 50
Total 45 750

Page 10

7 SEMESTER II B.A B.Ed.


Title of
the
Course Name of the Course Credits CA UA Total
PART
I
BA Compulsory Language:
Hindi/Marathi/Urdu/ Gujarati 6 40 60 100
BA Foundation Course 3 10 40 50
BA English (Communication Skills) 3 10 40 50
PART
II

B.Ed. Perspectives in Education – Educational
Studies
B.Ed. Course IV
Learning and Teaching 6 40 60 100
B.Ed. Perspectives in Education – Educational
Foundation
B.Ed. Course IV
Knowledge and Curriculum 6 40 60 100
PART
III
BA Curriculum and Pedagogical
Studies
Core: B.A (Ancillary Major)
English/Hindi/ Marathi/Urdu/
Gujarati/German 6 40 60 100
BA Core: B.A (School Subjects)
History/ Geography/Economics /
Mathematics and Statistics 6 40 60 100
BA Core: B.A (Junior College
Subjects)
Psychology/Sociology/Philosophy/
Political Science . 6 40 60 100
PART V
B.Ed. Ability Course
B.Ed. Course VI
Critical Understanding of ICT 3 50 --- 50
Total 45 750

Page 11

8 SEMESTER III B.A B.Ed.

Title
of the
Course Name of the Course Credits CA UA Total
PART I
BA Compulsory Language:
Hindi/ Marathi/ Urdu/Gujarati 6 40 60 100
PART II
B.Ed. Perspectives in Education –
Educational Studies
Assessment for Learning 6 40 60 100
PART III
B. A Curriculum & Pedagogical Studies
Core: B. A (Ancillary Major)
English/Hindi/ Marathi/Urdu/ Gujarati/German 6 40 60 100
B. A Core: B.A (School Subjects)
History/Geography/Economics/
Mathematics and Statistics 6 40 60 100
B. A Core: B.A (Junior College Subjects)
Psychology/Sociology/Philosophy/ Political
Science 6 40 60 100
PART III
B.Ed. Curriculum & Pedagogical Studies -I
Pedagogy of the School Subject -
English/Hindi/Marathi/ Urdu/ Gujarati 6 40 60 100
B.Ed. Curriculum & Pedagogical Studies -I
Pedagogy of the School Subject
History/ Geography/Economics/ Mathematics
and Statistics 6 40 60 100
PART IV
B.Ed. Language n Communication and
Development of Self
Drama and Art in Education 3 50 --- 50
Total 45 750

Page 12

9 SEMESTER IV BA B.Ed

Title of
the
Course Name of the Course Credits CA UA Total
PART I
B. A Compulsory Language:
Hindi/ Marathi/Urdu/Gujarati 6 40 60 100
PART II
B.Ed. Perspectives in Education –
Contemporary India and Education 6 40 60 100
PART III
B. A Curriculum & Pedagogical Studies
Core: B.A(Ancillary Major)
English/Hindi/ Marathi/Urdu/
Gujarati/German 6 40 60 100
B. A Core: B.A (School Subjects)
History / Geography/Economics/Mathematics and
Statistics 6 40 60 100
B. A Core: B.A (Junior College Subjects)
Psychology/Sociology/Philosophy/Political
Science 6 40 60 100
PART III

B.Ed. Curriculum & Pedagogical Studies -II
Pedagogy of the School Subject - English/Hindi/
Marathi/ Urdu/ Gujarati 6 40 60 100
B.Ed. Curriculum & Pedagogical Studies -II
Pedagogy of the School Subject - History/
Geog./Political Science/ Economics/ Maths 6 40 60 100
PART V

B.Ed. Ability Course -
B.Ed. Course IV
Reading and Reflecting of Text 3 50 --- 50
Total 45 750

Page 13

10 SEMESTER V BA B.Ed.

Title of
the
Course Name of the Course Credits CA UA Total
PART II
B.Ed. Perspectives in Education – Educational
Studies
Educational Management 6 40 60 100
PART II
BA Perspective in Education - General Education
Gandhism/ Mass Communication/ Investment
Analysis 6 40 60 100
PART III

BA Curriculum & Pedagogical Studies
Core: B. A (Ancillary Major)
English/Hindi/ Marathi/Urdu/
Gujarati/German 6 40 60 100
BA Core: B.A (School Subjects) 6 40 60 100
History/ Geography/Economics/Mathematics and
Statistics
BA Core: B.A (Junior College Subjects)
Psychology/Sociology/
Philosophy /Political Science 6 40 60 100
PART V
B.Ed. Ability Course -
Understanding the Self 3 50 50
PART VI

B.Ed. Engagement with the field/ Practicum
School Internship – Lesson Plan Coaching/
Orientation and Demonstration class
(4 weeks - 5 days per week 12 200 -- 200
Total 45 750
Active involvement in the college level preparation:
Bridge lesson (Pedagogy 1 or 2) and skills of teaching (any four) 5X10=50/
School Internship: Practice Teaching – General Lesson 5 X10 =50 (3 Pedagogy 1 +2
Pedagogy2) /
Report of Shadowing -30 (6 Lessons observation X 5 Marks = 30)/ / Report of Peer
Observation Lesson -4x5= 20/Reflective Journal of major activities (College level
preparation / General lessons, Peer Observation and Shadowing) – 4 reports x 5
marks= 20/
Organize an Activity in school - 1x 30= 30

Page 14

11 SEMESTER VI B.A B.Ed.

Title of
the
Course Name of the Course Credits CA UA Total
PART II
B. A Perspective in Education - General
Education
Indian Constitution/Human Rights/
Library Resources 6 40 60 100
PART III
B.A Curriculum & Pedagogical Studies
Core: B.A(Ancillary Major) 6 40 60 100
English/Hindi/ Marathi/Urdu/ Gujarati/German
B.A Core: B.A (School Subjects) 6 40 60 100
History/ Geography/Economics/Mathematics and
Statistics
B.A Core: B.A (Junior College Subjects)
Psychology/Sociology/Philosophy/Political Science 6 40 60 100
PART III
B.Ed. Curriculum & Pedagogical Studies – III
English/Hindi/ Marathi/Urdu/ Gujarati
Pedagogy of School subject 6 40 60 100
B.Ed Curriculum & Pedagogical Studies –III
History/ Geog / Political
Science/Economics/Mathematics and Statistics 6 40 60 100
PART VI

B.Ed. Engagement with Field/ Practicum B.Ed Course XX School
Internship(3 Weeks -5 days / Week) + 1-week community
Internship Lesson Plan Coaching /
Orientation 9 150 -- 150
45 750
School Internship: Peer Lesson (Pedagogy 1 or 2) – 1X10 = 10 /Theme based Lesson (Pedagogy
1 or 2) -2 x15 =30/ Experiential Lesson strategies (Pedagogy 1 or 2) - 1 X 20 = 20 / Observe
School activity (any two) -2x10= 20 / Reflective Journal of major internship activities ( Peer
lesson, Theme based lesson, Experiential lesson strategies and Observation of school activities)
– 4 reports X 5 marks= 20 marks / Report of Community Service – 50 Marks

Page 15

12
SEMESTER VII B.A B.Ed.

Title of the
Course Name of the Course Credits CA UA Total
PART II
B.Ed. Perspectives in Education –General
Education
Peace Education 6 40 60 100
B.Ed. Perspectives in Education
Language across Curriculum 6 40 60 100
PART III
B.A Curriculum and Pedagogical Studies
Core: B.A (Ancillary Major)
English/Hindi/ Marathi/Urdu/ Gujarati/German 6 40 60 100
B.A Core: B.A (School Subjects)
History/Geography/Economics
OR
Core: B.A (Junior College Subjects)
Psychology/Sociology/Philosophy/Political Science 6 40 60 100
PART VI

B.Ed. Engagement with the Field/Practicum - B.Ed. Course
XXIII
School Internship (8 weeks – 5 days/ Week)
Internship Lesson Plan Coaching / Orientation Action
Research Guidance 18 300
B.Ed. Engagement with the Field/Practicum –
B.Ed. Course XXIV
Participation and organizing in co- curricular activities and report (1) 3 50
Total 45 750
School Internship : General Lesson (Pedagogy 1: 5 lessons , Pedagogy 2: 5 lessons) -
10 x10 =100 / Peer Lesson – 2X 10 = 20 / Theme based Lesson -2 x15 =30 /
Experiential Lesson strategies – 1 x20 = 20 / Administration of Unit test and Analysis
of result - 80 / Organize an Activity in school - 1x 20= 20/ Reflective Journal of major
internship activities ( General Lesson, Peer lesson, Theme based lesson, Experiential
learning strategies, Administration of unit test, Organize school activity) -6 reports x
5 = 30

Page 16

13


SEMESTER VIII B.A B.Ed.

Title
of the
Course Name of the Course Credit
s CA UA Total
PART II
B.Ed. Perspectives in Education
Gender School and Society 6 40 60 100
B.Ed. Perspectives in Education –
Action Research 6 40 60 100
B.Ed. Perspectives in Education –
Guidance and Counselling/ Educational
Management 6 40 60 100
B.Ed. Engagement with the Field/Practicum -
School Internship (3Weeks) + Learning
resources based on Pedagogy 6 100 -- 100
B.Ed. Engagement with the Field/Practicum –
Action Research Project 3 50 50
B.Ed. Engagement with the Field/Practicum –
Educational Field trip report OR Development
of Learning Resources on Health Education /
Environmental Education material and publish
(24hours self-learning program) 3 50 50
B.Ed Ability Course -
Cyber Law 3 50 50
PART III
B.A Core course: B.A (Ancillary Major)
English/Hindi/ Marathi/Urdu/Gujarati/German 6 40 60 100
B.A Core: B.A (School Subjects)
History/ Geography/Economics/ Mathematics
and Statistics
OR
Core: B.A (Junior College Subjects)
Psychology/Sociology/Philosophy/
Political Science 6 40 60 100
Total 45 750
School Internship: General Lesson – 2 X 10 = 20 (P1-1 + P2 -1 )/ Peer
Teaching -1 X10= 10 / Experiential Lesson - 1 x 20= 20/ Developing Learning resource - 35 /
Reflective Journal of major internship activities - (General lesson, Peer teaching, Developing
learning resources ) 3 Reports x 5 = 15

Page 17

14






























SEMESTER I

Page 18

15 SEMESTER I
PART 1
CORE COURSE: HINDI (COMPULSORY LANGUAGE)
COURS E NAME: हि न्द भ ष

Total Credits: 6
Total Marks: 100


अध्ययन उद्दे श्य:
1. भाषा सृजन के विविध पहलुओं को समझना।
2. छााता ाोाोाोां का भाषााई का शल काा िवाकाास करनाा।
3. वाहांदा भााषाा समाृद धवा काे वालए गद य, पद य, ि यााकरण िएां रचनाा का जानकाार दाेनाा
4. छााता ाोाोाोां काो कााव्य काे स िरूप काा ज ञाान प्रदाान करनाा।
5. छााता ाोाोाोां काो द धि यहााररक ि यााकरण काा साामाान्य पररचय दाेनाा पता
लाेखन और ईमाेल लाेखन का प राारा पसमझाानाा।
6. आधाुवानक कााल काे लाेखक िाो किवायाोां काे साावाहद धवाक आांदाोलन काो
समझनाा।

अध्ययन ि नष्पहि : इस इकाई काे अध ययन काे पश चाात छााता याोग्य हाोगाे,
1. पा राोाेमचाोांद जयशाोांकर प्रसााद ,जयनाोाेाोांद्र काोा
कहाावानयाोाोाोां काोाे अाोांतग गत मा वालक तता ाोाोाोां पर
, भाषाोाा शाो`लाोा परिवाचाार करनाोाे माेां।
2. किवाताा
माोाेाोां
वानवाहत स द य ग वा ाोांदाोाु काोाा िवाशा लाोाेषण करनाोाे
माोाेाोां।
3. िवावाभन्न अलाोांकाोाार काोाो पहचाोाान कर उसकाोाा िाोण गन करनाोाे
माोाेाोां।
4. काव्यांशों क व्याख्या तथा सराहना करें गे।
5. किवातााओाोां काोाा भाािाोाोााथ ग तथा पााठ काोाे
गदा याोाााोांशाोाोाोां काोाा भाािाो स पषा ट कर सकाोाे ाोां गाोा े

Page 19

16
6. साोांज ञाोाा , सिाो गनााम, वािोशाोाेषण िाो वािाोयाोाा काोाा अथ ग स पष्ट
करनाोाे माोाेाोां।
7. पता लाेखन काा प राारा प िाो ईमाेल लाेखन काे वानयमाोां काो जाान लाेांगाे।
8. िवािवाध वििधााओाोां दा वााोााराा िवावािाोध सामाोाावाजक जा िाोन
काोा समस्यााओाोां िाो साामाोाावाजक जा िाोन काोा यथााथ गताा काो
समझनाे माेां।

Page 20

17 9. वाहांदा भााषाा माेां साृजनाात्मक, रचनाात्मक का शल माेां।

म ड ्य ल I: हि न्द कह ि नय - प ्र ेमच ˙द, जयश ˙कर प ्रस द, ज
न े ˙द ् र; ि ह ˙द कि ह त ए म िहल शरण ग ¸प्त,
ि नर ल , जयश ˙कर प ्रस द; हि न्द व्य करण (2 credits)
घटक 1: हि न्द कह ि नय
a) प्रेमचंद ईदगाह (मानसरोिोर - भाग 1)
b) जयशंकर प्रसाद पुरस्कार (‘छाया ’ कहान संग्रह )
c) ज `नाेांद्र अपनाा अपनाा भााग्य (‘िाोाोााताायन’ कहााना सांग रह)
घटक 2: ि ह ˙द कि ह त ए
a) म `वाथला शरण गाुप्त सखा , िाोह माुझसाे कह कर जााताे (‘यशाोधराा’ खण ड-कााि य)
b) वानराालाा िाोह ताोडा ता पत्थर (‘रााग-िवारााग’ काि यसांग्रह)
c) जयशांकर प्रसााद ाोा ता िवाभािाोरा , जााग रा (‘लहर काि य’ सांग्रह)
घटक 3: ि ह ˙द व्य करण
a) सांज ञाा िएां उसकाे भाेदाोां काा साामाान्य पररचय
b) सिाो गनााम एिाोाोां भाोाेदाोाोाोां काोाा साोाामााना य पररचय
c) पत लेखन

म ड ्य ल II: ि ह ˙द कह ि नय ˙- अज ्ञ ेय, यशप ल,
भ ष्म स ह न ; ि ह ˙द कि ह त ए - क े
द रन ह अहि ल, र मध र ि स ˙ह ि दनकर,
न ग ज ¸ ¸न क कि ह त ; ि ह ˙द व ्य करण
(2 credits)
घटक 4: ि ह ˙द

कह
ि नय
a) अज ञाेय रोज या गैंग्र न (‘िवापथगाा’ सांग रह)
b) यशपाल कररा का व्रत (इंटरनेट पर गद्यकोष )
c) भ ष्म साहन चा फ क दािाोत (इंटरनेट पर गद्यकोष )
घटक 5: ि ह ˙द

कि ह त
ए
a) काे दाारनााथ अिग रााल सांत िहाा
किवाता (इांटरनाेट पर
किवातााकाोश)
b) राामधाार वासांह
वादनकर समर शेष ह` (‘परशुराम क प्रत क्षा ’ काव्य संग्रह)
c) नाागाोााज ाोाुगन काोा किवाताा ाोाादल काोाो िवारताोाे दाोाे खाा हाो`/
हुत वादनाोां काे ाोााद (प्रवातवानवाध किवातााएां -सांग्रह)

Page 21

18 घटक 6: ि ह ˙द व्य करण
a) िवाशाेषण िएां उसकाे भाेद
b) विया क पहचान
c) ई-मेल लेखन

म ड ्य ल III : अ ˙तग ¸त म ल ् ˙कन (INTERNAL ASSESSMENT) (2 credits)

stिाोम
संख्या िवा
िाोर
ण अंक

Page 22

19 १ काोााय ग/दता त काोााय ग साोाेमाोाेस टर काोाे
प रिोाोाेक मा डा याो ल साोाे (२x१०) २०
२ साेमाेस टर मा ां एक वानयत काल न कक्षाा परा क्षाा १५

Page 23

20 3 साेमाेस टर माेां िवाषय सां ाोां धा एक वान ाोां ध ०५
काु ल योग ४०



हद क य ¸: Tasks/Assignments (Any Two)
1. वाकस एक कहााना काा नााट्य रा पााांतरण का वाजए।
2. कहााना काा ग्राावाफक अांकन क वाजए।
3. वाकसा किवा याा लाेखक पर प्रकल्प त `याार क वाजए।
4. काोाोई दाोाो औपचााररक पताोा , काोाोई दाोाो अनाोा पचााररक
पताोा और काोाोई दाोाो ईमाोाेल लाोाेखन माोाेाोां
िाोाो`ज ञाावानक भाोााषाा काा उपयाोग करताे हुए नम नाा त `यार का वाजए।
5. वाकसा एक उपन याास काा साारााांश तथाा उसका समा क षाा का वाजए।

स ˙ दभ ¸ स हि त्यग ्र ˙ह (References):-
1. प्रेमचंद क कहान - ईदगाह
http://premchand.kahaani.org/2006/03/blog -post_114186257841658058.html
2. जयशंकर प्रसाद क कहान - पुरस्कार www.hindisamay.com पर उपलब्ध
https:/ /www.hindisamay.com/ content/
3. ज `नाेांद्र का कहााना - अपनाा अपनाा भााग्य काा वालांक https://abhivyakti.life/2020 /12/13
4. म `वाथला शरण गाुप्त का किवाताा- सखा , िाोह माुझसाे कह कर जााताे
http://kavitakosh.org/kk
5. वानराालाा का किवाताा- िाोह ताोडा ता पत थर
6. जयशांकर प्रसाद का किवाताा- ाोा ता िवाभािाोरा , जााग र
7. अज ञाेय का कहााना - राोज याा गा ांग रा न https://www.hindisamay.com/content/934/20
8. यशपाल क कहान - कररा का व्रत https:// www.hindisamay.com/content/ 250/1
9. भ ष्म साहन क कहान - च फ क दािोत https:// www.hindisamay.com/content/ 275/1
10. के दारनाथ अिग्राल क कविता - संत िहा
11. राामधाार वासांह वादनकर का किवाताा- समर शाेष ह`
12. नाागाोााज ाोाुगन काोा किवाताा- ाोाादल काोाो िवारताोाे दाोाे खाा ह`
13. काृ ष्णाा साो ता का कहााना - वासक काा दल गयाा
https://www .hindisamay.com/content/171/1
14. मन्न भंडार क कहान - अक े ल https:/ /www.fe mina.in/hindi/sahitya/kahani/akeli -by-mannu -

Page 24

21 bhandari -4779 -1.html
15. माोाृदाोाुलाोाा गग ग काोा कहानाोा - हराोा वा ाोांदाोा
https://po shampa.org/hari-bindi/

Page 25

22 16. काे दाारनााथ वासांह का किवाताा- पााना माेां िवाराे लाोग
17. ध वामल का किवाताा का किवाताा- माोचा रााम
18. मांगलाेश ड रााल का किवाताा- वापताा का तस िा र
http://www.hindisamay.com/content/8047 /1
19. रााग िवारााग सांग रह, लाोकभाारता प रकााशन, इलााहाा ाोााद।
20. माान सराोिाोर भााग एक रााजकमल प रकााशन, वादल ला ।
21. वाहाोांदाोा रा प रचनाा भाग एक दाोाो प्र स आचाय ग जयनद्र
वाताोा िाोाोाेदाोा लाोाोकभारता प रकाोााशन, इलाोााहाा
ाोााद
22. प्रवातवानवाध किवातााएा यशपााल रााजकमल
23. परशाुरााम का प्रता क षाा काव्य सांग्रह लाोकभाारता प्रकााशन, इलााहाा ाोााद
24. प्रवातवानवाध किवातााएाोा नाागाोााज ाोाुगन, रााजकमल प रकाोााशन, वादल्ला

Page 26

23 SEMESTER I
PART 1
CORE COURSE: MARATHI (COMPULSORY LANGUAGE)
COUR SE NAME: लि लतगद्य ह व्य ह ह ररक
मर ठ

श्र ेय ˙
क: ०६ एक˛ ण
ग ¸ण: १००

अध्ययन उि द्दष्ट े :
1) द`नांवादन ज िाोनाात उपयाुक्त भाावाषक का शल याे िवाकवासत करणाे.
2) व्याािाोहाररक भाषाेच ओळख दाेणाे.
3) साावािह प रकाारााांचाा पररचय दाे णाे.

अध्ययन ि नष ्पह : हाोाा अभ याोाािसम पाो ण ग काोाे ल याोाािाोर
िवाद यााथाोा :
1) द`नांवादन ज िाोनाात उपयाुक्त भाावाषक का शल्यााांचाे योग यप रकााराे उपयोजन करताो.
2) व्याािाोहाररक भाषाेचा िाोाोाापर करताो.
3) साावािह प रकाारााांचा माावाहता सााांगताो.
4) मरााठाोा भााषाोाे दा दल आदर ि यका त करताो.

म ड ्य ˛ल I: ि ह ि ह ध मर ठ स िहत्य प्रक र ˙च पररचय
( २
श्र ेय ˙ क) घटक १: लि लतगद ् य च े स ्वर ˛प ह स ˙कल्पन
अ) लवालत सावािहााचाोाा साो`िाोाोाााोांवातक िवाचाोाार
) लवालत साावािहााचा परां पराा
क) लवालत साावािहााचाे प्रकाार - थोडक याात पररचय
घटक २: लि लत गद ् य च े ि ह ि ह ध प्रक र
अ) िप राािसण गन - स्वरूप, लाोाेखन िाोाो`वाशष्टा टा याोाे, काोााह प रवासधा द /
गाोााजलाोाेलाोा उदाोााहरणाोा े
) ि यक ता वाचता - स िरूप, लाेखन श `ला , काहा प्रवासधा द / गााजलाेला उदााहरणाे

Page 27

24 क) आिठण स िरूप लवालत गद य - स िरा प , कााहा प रवासधा द / गााजलाेला उदााहरणाे
घटक ३: लि लत गद्य: प ¸स्तक पररचय
अ) अपाो िोाोाा गई - पाोाु. ल. दाोाेशपाोाााोांडाोा े
) एकच मुलग - अरुणशेिोते

Page 28

25 क) काोााय गरत- अवानल िअचट

Page 29

26 म ड ्य ˛ल II: व्य ह ह ररक मर ठ च ओळख
( २
श्र ेय ˙ क) घटक ४: श ¸द्धल ेखन ह त्य च े ि नयम
अ) शाोाुिाोलाोाेखनााचाोाे महत
) शाोाुिाोलाोाेखन वानयम
क) शाोाुिाोलाोाेखन माोाुल याोाााोांकन िाो
िाोाोाा साोांदभाोाा गता ल वाचन्ह
घटक ५: गद्य आकलन
अ) गदा य आकलन करताानाा लक्षाात ठाोाे िाोाोाािाोयााच याोाा ाोाा
ाोा
) गदा य खाोांड आकलन िाो शाोा ष गक
वानयम क) गद्य खंड आकलन - उदाहरणे
घटक ६: स र ˙श ल ेखन
अ) साराोाााोांश लाोाेखन करताानाा लक्षाात ठाोाे
िाोाो ाािाो यााच याोाा गाोाोषा टाोा
) सारांश लेखनाचे फायदे
क) सारांश लेखन सरािो

म ड ्य ˛ल III: अ ˙तग ¸त म ˛ल ्म पन) ( २ श्र ेय ˙क)

अनाो
ाु िो
. स्व
रू
प गुण
1. िप राेक माोड य िलर आधााररत वाकमाान दोन स िााध यााय (२x१०) २०
2. अाोांतग गत चाचणाोा परा क षाा १५
3. वान ाोां ध ०५
एक ण गुण ४०

स्व ध्य य / क ˛ त (क णत्य ह द न)
1. ताुम हा अभ याासलाेल्या एकाा लला त गद्यााचाा अभ याास प रकाार, स िरूप , लाेखनश `ला याा आधााराे कराा.
2. ताोाुमा हाोा काोाे लाोाेल याोाा एकाोाा िप राासााचाोाे सिवास तर िोण गन
ताोाुमच याोाा शाो`लाोा त कराा.
3. काोाोिणहाोा एकाोाा लवालतसाावाहिाो लाोाेखकाोााचा पररचय
वालहाोाा िाो िाोाोाााोांच्याा साावाहिो
वािोषयाोा आपलाोाे मत वालहाा.

Page 30

27 4. आपल याोाा पााच िाोग ग वामताोा / माो`वाताोा णा च माोाुलाोााखत
िाोाोाेऊन साामाोाान यपणाोाे लाोाेखन करताानाा
होणाोाायाोाा ग चाोाुकाोाा साोाााोांगाो न अशाा चाुकाा होऊ नयाेत
म हण न उपाय स िचाा.
5. पांिचा स अनाेक शबा ाोाााोां साठा एक शबा िाो पांिचा स समाानााथा शबा यााांचाा
वामळ न शबा काोश तयाार करा.

Page 31

28
स ˙दभ ¸ग ्र ˙ह
१. मरााठा रां गभ मा , मरााठा नााटक -िाोटनाा आवाण परां पराा ( डाा अ. नाा. भालाेराािाो
स माृवातग रांथ ) सांपाादक काे.कााळाे ,िाोाोाा.

Page 32

29 ल. काोाु लकणाोा ,िोोाा. राा. िवाळाोाे ,माोाु म साावाहिाो साोांिाो
माोाु. 71
२. साावािह अध याापन आवाण प्रकाार सांपाा. श्रा .पाु भाािगत ,पा प याुलर आवाण मा ज प्रकााशन, माु. १९८७
३. मरााठा रां गभ मा : शतक पवाहलाे १९८८, िवा.भा. दाेशपााांडाे
४. मलाा वादसलाेला नााटकाे , धाो.,िवा. दाेशपााांडाे
५. साावाहिाो -समाोा क्षा (िवा.िोोाा. वाशरराडकर गाोा रर ग राोांथ ) साोांपाावादत –
साािाो गजवानक िाोाोााचनाालय ,नाोाावासक
१९७६
६. भारता य प्रयाोगकलााांचा पररचय िाो इवातहाास-नााट्य , रााजा िाो नााईक परिवाण भोळाे
,लाोिकााङमय गाृह ,
मुं ई ,२०१०
७. मराठ नाट्यकोश , वि.भा. देशपांडे (संपादन ) १९८९

Page 33

30

SEMESTER I
PART 1
CORE COURSE: URDU (COMPULSORY LANGUAGE)
COURSE NAME: BASICS OF URDU LANGUAGE

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To comprehend the language skills associated with prose of Asaleeb e Adab “Dastan aur
Mazmoon” and “Novel aur Khaka”.
2. To comprehend the language skills associated with prose of Asaleeb e Adab “Inshaieya aur
Afsana”.
3. To analyse the poetry of Asaleeb e Adab (Urdu Ghazal).
4. To acquire listening skills associated with poetry of Asaleeb e Adab (Urdu Nazm).
5. To appreciate the poetry of Asaleeb e Adab (Urdu Rubai).


Learning Outcomes: By the end of the course, the student will be able to:
1. Describe the elements of Asaleeb e Adab associated with Prose (Dastan aur Mazmoon).
2. Write an essay of Asaleeb e Adab associated with Prose (Novel aur khaka).
3. Identify the literary works of Adab (Inshaieya aur Afsana).
4. Recite the poetry of Asaleeb e Adab associated with Poetry –Urdu Ghazal.
5. Orally explain the poetry of Asaleeb e Adab (Urdu Nazm and Urdu Rubai).


MODULE I: URDU PROSE (2 Credits)
Unit 1: Asaleeb e Nasr (Dastan aur Mazmoon)
a) Dastanaur Mazmoon ka ijmaali taaruf
b) Ek Khudaparast Shahezadi by Meer Amman Dahelvi
c) Ekhlaque by Sir Sayyed Ahmad Khan
Unit 2: Asaleeb e Nasr (Novel aur Khaaka)
a) Novel aur Khaake ka Ijmaali ta aruf
b) Nusuh ki Beemari by deptyNazeer Ahmad

Page 34

31 c) Naam Dev Maali by Maulvi Abdul Haque
Unit 3: Inshaieya aur Afsana
a) Inshaieye aur Afsane ka Ijmaali ta aruf
b) Election by Rasheed Ahmad Siddiquie
c) Do farlang Lambi Sadak by Krishn Chandra

MODULE II: ASALEEB E NAZM (2 Credits)
Unit 4:Urdu Ghazal
a) Ghazal ka Ijmaali Ta arruf
b) Meer Taqi Meer, Mirza Rafi Sauda, Khwaja Meer Dard ki Ghazlen
c) Mirza Ghalib, Daagh Dahelvi, Shaad Azeemabadi ki Ghazlen
Unit 5:Urdu Nazm
a) Urdu Nazm ka Ijmaali Ta arruf
b) Muflisi (NazeerAkbarabadi), Nishat e Ummid ( Altaf Hussain Haali), Nasihat e Ekhlaque
(Akbar Allahabadi)
c) Krishn Chandra Gokhle (Brij Narayan Chakbast), Kohistan e Dakanki Auraten (Josh
Malihabadi)
Unit 6: Rubai
a) Rubai ka Ijmali Ta arruf
b) Amjad Hydrabadi
c) Yaas Yagana Changezi

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
Students will write an essay and recite poetry of:
1. Meer AmanDehlvikihayatauradabikhidmaatkajaayezalijiye
2. Sir Sayyed Ahmad Khan kaurdunasrkeFarogh me hissakyahai ?
3. Nazeer Ahmad ki Novel Nigarikajayezalijiye
4. Krish Chandra kiafsanaNigari par tafseeliizharkhayalki jiye.
5. Urdu Nazmke Aaghaz O Irteqakajayezalijiye
6. Amjad Hydrabadikirubaigoi par izhar e Khayalkijiye.


References:
1. Irfan e Adab by Kitabdaar

Page 35

32 2. Meer amandahelvi :hayat o taalifat by Dr.Nafees Jahan Begum
3. Sir sayyed Ahmad khan by Maulvi Abdul haq
4. Nazeer Ahmad by NoorulhasanNaqwi
5. Krishn Chandra by BaigEhsas
6. Qadeem Urdu Nazm by Fahemeeda Begum

Page 36

33 SEMESTER 1
PART I
CORE COURSE: GUJARATI (COMPULSORY LANGUAGE)
COURSE NAME: BASICS OF GUJARATI LANGUAGE

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To develop an understanding of the basics of Gujarati language for literature writing
2. To comprehend the contextual Gujarati grammar embedded in the text under study.
3. To analyse sentence formation in Gujarati grammar embedded in the text under study.
4. To evaluate the contextual Gujarati grammar embedded in the text under study.
5. To evaluate the unique features of Gujarati grammar concepts used in poetry and prose


Learning Outcomes: By the end of the course, students will be able to:
1. Explain the basic elements of Gujarati literature
2. Apply the rules and generalizations related to Grammar concepts in written and oral form
3. Critically analyse the essential elements of different forms of Gujarati Literature
4. Identify the unique features of grammar concepts used in poetry and prose
5. Differentiate between the grammar concepts used in poetry and prose


MODULE I: GUJARATI LANGUAGE AND REVIEW OF SELECTED POETRIES
(2 Credits)
Unit 1: Gujarati Language and Script
a) Script: Meaning, Characteristics
b) Source and evolution of Gujarati language
c) Types of Gujarati language: Boli bhasha, Manya bhasha
Unit 2: Gujarati Grammar
a) Concept of grammar, rules of grammar
b) Grammar of letters and words: Jodakshar, dhwani
c) Proverbs (Rudhiprayog) and phrases
Unit 3: Chuteli Kavitao (Sundaram) Editor: Chandrakant Sheth, Adarsh Prakashan Ahmedabad)
a) Author’s introduction, style of composing poetries (Specific language, imaginative angle)
b) Studying the following poetries in the context of: Summary, comprehension of poet’s
perspective, justification of the title. Topics -3,4,5,9,11,15,18,26,28,30,31,56
c) Contextual grammar: Similar sounding words, similar pronounced (Sarkha uchharvala

Page 37

34 shabdo) words at the end of two or more lines of the stanza, comparative words,

MODULE II: GUJARATI GRAMMAR AND SELECTED GUJARATI SHORT STORIES
(2 Credits)
Unit 4: Sentences and types
a) Vidhan vakya, Prashna vakya, udgarvakya, vidhi vakya and nishedh vakya
b) Sadi rachana, prerak rachana
c) Kartari, karmani, bhave rachana
Unit 5: Visheshano na visheshano and Vakya sanyojan
a) Anuvidhey and Vidhey visheshano and tena prakaro
b) Roop pramane visheshan: ViIkari, avikari
c) Vakya sanyojan: Sadi vakya rachana and sanyukt vakyarachana
Unit 6: Gujarati Varta Shrushti, Author: Babu Davalpura Utpal Patel
a) Critical review of the following short stories in terms of Gujarati language and grammar
(given in the Units 1 and 2: 1 to 8, 10, 11)
b) Identifying the sentence structure as given in the Unit 4
c) Identifying vakya sanyojan and adjectives types.

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any Two)
1. Select any Garaba song, Gujarati film bhakti song (any one each) and compare the language
used and grammar as given in the units 2 and 3 and make a comparative chart with your reflection
on it.
2. Analyse the stories given in Vaarta shrushti ( as given in unit 6 but any 3 other than mention).
Identify similarities that were analysed during the course study and reflect on the style of writing
in the context of Sudha Murty’s Gujarati translated short story book ‘Wise and Otherwise’) first
two stories. Make a presentation in the classroom
3. Select any popular poetry and the story (0en each) and based on the contextual grammar learnt
in this semester, identify the unique features of the grammar concepts used for these two forms.
Make a chart and display it in the Language room.
4. Write examples (4 in Grammar of Unit 4,5 and c of unit 6. Display a chart in the language
room.
5. Select any one paragraph in the Prose topic of your subject. Use different forms of sentences

Page 38

35 and rewrite the paragraph without changing its meaning and Present in the class.


References:
1. https://en.wikipedia.org/wiki/Chandrakant_Sheth
2. https://www.booksvilla.co.in/index.php?route=product/product&product_id=336
3. https://docs.google.com/document/d/1Csm5oYzScC7Bi2JdUcKOvhBy59e3qiAj/edit#heading
=h.jpz8675e6jp6
4. https:/ /www.tea chingkishan.com/gujarati -vyakaran -materials/
5. https://timesofindia.indiatimes.com/india/jain -writers -pioneers -of-gujarati -
writing/articleshow/5302519.cms (Module 2)
6. https://en.wikipedia.org/wiki/J._V._S._Taylor
7.

Page 39

36 SEMESTER I
PART I COMPULSORY SUBJECT
CORE COURSE: ENGLISH COMMUNICATION SKILLS
COURSE NAME: ENGLISH COMMUNICATION SKILLS -1

Total Credits: 03
Total Marks : 50

Learning Objectives:
1. To develop a strong foundation in communicating their thoughts and ideas coherently.
2. To develop a strong foundation in the functional aspects of language.
3. To develop a good command over the English language through their exposure to a variety of
exercises.
4. To articulate with an evolved vocabulary in the professional space.
5. To orient the learners towards the functional aspects of language.
6. To strengthen the students’ command over the English language through a variety of exercises


Learning Outcomes: By the end of the course, the student will be able to:
1. Articulate and communicate their thoughts and ideas coherently and persuasively.
2. Interpret accurately information that is communicated to them through various media.
3. Speak the English language through their exposure to a variety of exercises.
4. Use correct grammar and syntax in writing essays, letters and presentations.
5. Describe the various Barriers to Communication.


MODULE 1: BASIC LANGUAGE SKILLS (1 Credit)
Unit 1: Parts of Speech
a) Articles, Nouns, Verbs
b) Adjectives, Pronouns, Adverbs
c) Clauses and Phrases
Unit 2: Essentials of English Grammar 1
a) Interjections, prepositions, conjunctions
b) Transformation of Sentences (Simple, Compound, Complex)
c) Tenses, Subject -Verb agreement

MODULE II: ASPECTS OF COMMUNICATION - I (1 Credit)
Unit 3: Reading and Writing Skills

Page 40

37 a) Expository, Persuasive & Analytical, Reflective/Descriptive
b) Reading with fluency and speed, Skimming and scanning
c) Comprehension and Precis writing
Unit 4: Effective Communication
a) The process of Communication
b) Essentials of Effective Communication
c) Barriers to Communication

MODULE III: INTERNAL ASSESSMENT (1 Credit)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (1x5) 05
2 One Essay held in the given semester 05
Total 10
Task/Assignment (Any One)
1. Comprehension of an unseen literary passage.
2. Comprehension of an unseen non-literary passage
3. Oral activity on the Essay
4. PPT on Log-book making
5. Group activity on vocabulary building


References:
1. Adair, John. Effective Communication. London: Pan Macmillan Ltd., 2003.
2. Ajmani, J. C. Good English: Getting it Right. New Delhi: Rupa Publications, 2012.
3. Amos, Julie-Ann. Handling Tough Job Interviews. Mumbai: Jaico Publishing, 2004.
4. Bonet, Diana. The Business of Listening: Third Edition. New Delhi: Viva Books, 2004.
5. Bovee, Courtland L, John V. Thill & Barbara E. Schatzman. Business Communication
Today: Tenth Edition. New Jersey: Prentice Hall, 2010.
6. Brown, Michele & Gyles Brandreth. How to Interview and be Interviewed. London: Sheldon
Press, 1994.
7. Carnegie, Dale. The Quick and Easy Way to Effective Speaking. New York, 1977.
8. Collins, Patrick. Speak with Power and Confidence. New York: Sterling, 2009.
9. Kumar Sanjay & Pushp Lata. Communication Skills: A Workbook. Oxford Univ. Press,
2018.
10. Pandit, Usha. Writing with Ease. Mindsprings Publishing, 2010.

Page 41

38 SEMESTER I
PART I COMPULSORY SUBJECT
CORE COURSE: FOUNDATION COURSE
COURSE NAME: FOUNDATION COURSE - I

Total Credits: 03
Total Marks: 50


Learning Objectives:
1. To familiarise students with the diversity of Indian society
2. To understand the New Economic Policy and its impact on Indian economy
3. To comprehend the fundamental rights -and-duties and the directive principles of state policy,
in the Indian Constitution.
4. To analyse the issues related to Human Rights of weaker sections with various Redressal
Mechanisms,
5. To create an awareness about the Rights of Vulnerable Groups.


Learning Outcomes: By the end of the course, the student will be able to:
1. Write an overview of Indian society and its diversity and aspects of disparity and awareness
contemporary issues of the society.
2. Describe various sectors of the Indian Economy
3. Explain the impact of liberalization, privatization and globalization, on society
4. Explain issues related to Human Rights of weaker sections with various Redressal
Mechanisms.
5. Present a PPT on the Rights of the Vulnerable Groups.


MODULE 1: DIVERSITY & DISPARITY (1 Credit)
Unit 1: Indian Society: Diversity & Social Disparity
a) India, a land of Diversity: Principle of Unity in Diversity
b) Diversity in Religion, Caste, Race; communalism, casteism and racism
c) Diversity in language, region, culture: linguism and regionalism
Unit 2: Indian Society & Economic Disparity: The New Economic Policy
a) Overview of liberalization, privatization and globalization
b) Impact on agriculture, industry and services
c) Issues and challenges: widening economic disparity

Page 42

39 MODULE II: THE RIGHTS DISCOURSE (1 Credit)
Unit 3: Rights of the Vulnerable Groups (Violations & Redressal)
a) Scheduled Castes & Scheduled Tribes - Constitutional and Legal Rights, Forms of
Violations, Redressal Mechanisms.
b) Women & children: Constitutional and Legal Rights, Redressal Mechanisms: NCW,
Domestic Violence, Sexual Harassment of Women at Work Place,
c) People with Disabilities, Minorities, and the Elderly Population Constitutional and Legal
Rights, Forms of Violations, Redressal Mechanisms.
Unit 4: Rights of Consumers
a) Rights of Consumers: Consumer Protection Act, 2016.
b) Right to Information: importance of the Right to Information Act, 2005.
c) Public Interest Litigation: the concept , features and significance

MODULE III: INTERNAL ASSESSMENT (1 Credit)

Sr.No Particular Marks
1 Task/Assignment/Activity for each module held in the semester (1x5) 05
2 One Essay held in the given semester 05
Total 10
Task/Assignment (Any One)
1. Write an essay on:
a. Vidarbha statehood demand in Maharashtra
b. Anti-Hindi protests in Tamil Nadu
c. The ‘black lives matter’ movement
2. Individual/Group presentations on:
a. Impact of liberalisation, privatisation and globalisation on employment and labour
b. Impact of globalisation on culture and lifestyle
c. Globalisation and agrarian crisis
3. Group discussion on
a. Tackling Sexual Harassment in the Work place: Legal Provisions
b. Problems of the Elderly.
c. Realities of the Rights of the Disabled.
4. Compile a list of references on:
a. Child labour.
b. Disaster Management : Case Studies
c. Communal disharmony: the Godhra incident.
5. Case Studies on:
a. Consumer Rights
b. Public Interest Litigation: Importance of PIL and PIL Activism
c. Citizens’ Charters: Relevance & Success stories.

References:
1. Ahuja Ram (2014), Social Problems in India, Jaipur: Rawat Publication.
2. Bajpai, Rochana, “Multiculturalism in India: An exception”, Institute on Culture, Religion and
World Affair, (Boston University), available at, https:/ /www.bu.edu/cura/files/2015/06/bajpai
3. Baruah, Aparijita. Preamble of the Constitution of India: An Insight and Comparison with Other

Page 43

40 Constitutions. New Delhi: Deep & Deep. 2007. ISBN 81-7629 -996-0.
4. Bhattacharyya, Harihar. Federalism and Regionalism in India: Institutional Strategies and
Political Accommodation of Identities. Working paper No. 27, South Asia Institute, Dept. of
Political Science. University of Heidelberg, Heidelberg. 2005.
5. Bhattacharyya, Harihar. Multiculturalism in Contemporary India. IJMS: International Journal
on Multicultural Societies. 2003, vol. 5, no.2, pp. 148-161. UNESCO. ISSN 1817 -4574.
6. Chandra Bipan (1984), Communalism in Modern India, Delhi: Vikas Publishing House.
7. Clothey, Fred (2006). Religion in India: a historical introduction. London New York: Routledge.
ISBN 978-0-415-94024 -5.
8. Desai, A.R. (1959), Social Background of Indian Nationalism, Bombay: Popular Prakashan.
9. Deshta Sunil, Kashyap Sunita (2014), Fundamental Duties of Citizens. Delhi: Regal
Publications.
10. Eric Heinze, The Concept of Injustice. Routledge, 2013.
11. Furer Christoph Von -Haimendorf (1992), Tribes of India, the Struggle for Survival, Berkely:
University of California Press.
12. Gan, Barry L. Violence and Nonviolence: An Introduction, ISBN 978-1442217607
13. Garner, Steve. Racisms: An Introduction. (SECOND EDITION). Sage Publishers.
14. Guha, Ramachandra (2008). India After Gandhi: The History of the World's Largest
Democracy. Pan Macmillan. ISBN 9780330396110.
15. Gupta, J. (1977). “Nation, Region, and Welfare: Ethnicity, Regionalism, and Development
Politics in South Asia.” The Annals of the American Academy of Poli tical and Social Science,
433, 125-136.
16. Harry Brighouse, Justice. Polity Press, Cambridge. 2004.
17. Harvard University Press. 2002. ISBN 978-0-674-01001 -7.
18. Holmes, Robert L.and Barry L. Gan (eds). Nonviolence in Theory and Practice. ISBN978 -
1577663492
19. Kamat, A. R., ‘Ethno -Linguistic Issues in the Indian Federal Context’, in Bidyut Chakrabarty
(ed.) (2003): Communal Identity in India: Its Constitution and Articulation in the Twentieth
Century, Delhi: Oxford University Press.
20. Kapila Uma. Indian Economy: Perform ance and Policy, 17th ed Academic
21. Khalid, Mohammed, “Cultural Pluralism in India: protecting a symbol of National Identity.”
Punjab University.
22. Kymlicka, Will. Multicultural Citizenship: A Liberal Theory of Minority Rights.
23. Mahajan, Gurpreet, “Negotiating Cultural Diversity and Minority Rights in India”, consulted
from, http://www.idea.int/publications/dchs/upload/dchs_vol2_sec3_4.pdf

Page 44

41 24. Malesevic, S. 2004. The Sociology of Ethnicity London: Sage Publications.
25. Mohammada, Malika (2007): The foundations of the composite culture in India, Aakar Books,
New Delhi, ISBN 81-89833 -18-9
26. Nadkarni, M. (2003). “Is the Caste System Intrinsic to Hinduism? Demolishing a Myth”.
Economic and Political Weekly, 38(45), 4783 -4793. Retrieved February 19, 2021, from
http://www.jstor.org/stable/4414252
27. Nehru, Jawaharlal (1946): The Discovery of India, OUP, ISBN978 -0-19-562359 -8
28. Praful Bidwai, Harbans Mukhia and Achin Vinayak (eds.), Religion, Religiosity and
Communalism, Delhi, Manohar
29. Puniyani, Ram. Communal Threat to Secular Democracy. 2010
30. Puniyani, Ram. Communalism: India's Struggle for Democracy and Pluralism (Critical Debates
on History & Politics. 2018
31. Puniyani, Ram. Secularism in India: Concept and Practice.2017
32. Sharma, K L. Perspectives on Social Stratification 1st Edition. (English, Paperback,)
33. Shiman, David. Teaching Human Rights, (Denver: Centre for Teaching International Relations
Publications, U of Denver, 1993): 6-7.
34. Swapan Deb Barma. Human Rights under Indian Constitution. 2010.
35. Tharoor, Shashi (2006): India: From Midnight to the Millennium and Beyond, Arcade
Publishing, New York, ISBN 978-1-55970 -803-6. ISBN 1 -55970 -803-4
Websites:
36. https://egyankosh.ac.in/handle/123456789/25899
37. https://egyankosh.ac.in/handle/123456789/20917
38. https://egyankosh.ac.in/handle/123456789/20917
39. https://egyankosh.ac.in/handle/123456789/63518
40. https://egyankosh.ac.in/handle/123456789/34048
41. https://egyankosh.ac.in/handle/123456789/54483
42. https://egyankosh.ac.in/handle/123456789/55044

Page 45

42 SEMESTER I
PART III : CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: ENGLISH (ANCILLARY MAJOR)
COURSE NAME: INTRODUCTION TO ENGLISH LITERATURE

Total Credits: 06
Total Marks: 100 Marks


Learning Objectives:
1. To develop an understanding of the history of English language and literature
2. To comprehend the representative works of important ages of English literature
3. To critically analyse the important aspects and elements of major literary genres.
4. To compare the French, Latin and Scandinavian influences on the history of English Language
5. To appreciate the important elements of the major literary genres like poetry, drama and novel


Learning Outcomes: By the end of the course, the student will be able to:
1. Describe the chronological development of the history of English literature
2. Write a general overview of the central works of a specific age of English literature
3. Recognise the important elements of the major literary genres like poetry, drama and the novel
4. Orally demonstration the Literary Genres of Poetry, Drama, Novel and Short Story
5. Critically analyse French, Latin and Scandinavian influences on the history of English.


MODULE I: INTRODUCTION TO ENGLISH LITERATURE; LITERARY HISTORY
(2 credits)
Unit 1: History of English Literature I
a) Literature of the Anglo -Saxon Period
b) Medieval Literature
c) Elizabethan Literature
Unit 2: History of English Literature II
a) Restoration Literature
b) Neo-Classical Literature
c) Romantic Literature
Unit 3: History of English Literature III
a) Victorian Literature
b) Modern Literature
c) Postmodern Literature

Page 46

43 MODULE II: INTRODUCTION TO ENGLISH LANGUAGE AND CONCEPTS (2 credits)
Unit 4: History of English Language
a) The French Influence
b) The Latin Influence
c) The Scandinavian Influence
Unit 5: Literary Genres
a) Poetry – Epic, Ballad, Sonnet, Ode, Lyric
b) The Novel and Short Story - The definition and history of the two genres
c) Drama – Tragedy, Comedy, Satyr
Unit 6: Drama Related Literary Terms
a) Elements of a Play- Stage, Act, Scene, Dialogue, Aside, Soliloquy
b) Aristotle - plot, character, thought, diction, spectacle, song, three unities (time, place, action)
c) Hamartia, Hubris and Catharsis

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any Two)
1. Comprehension on the Literature of the Anglo Saxon Period, Medieval Elizabethan Literature
2. Oral activity on Poetry, Drama, Novel and Short Story
3. PPT on Restoration, Neo-Classical and Romantic Literature
4. Group activity on Victorian Literature, Modern and Postmodern Literature
5. Maintain a log-book of readings on the History of English Language


References:
1. Abrams, M H, and Geoffrey G. Harpham. A Glossary of Literary Terms. Boston, Mass:
Thomson Wadsworth, 1999
2. Barber, Charles. The Story of Language. Pan Books: London. 1972.
3. Baugh, Albert C, and Thomas Cable. A History of the English Language. , 2002
4. Childs, Peter, and Roger Fowler. The Routledge Dictionary of Literary Terms. London:
Routledge, 2006.
5. Cuddon, J A, Claire Preston, and J A. Cuddon. The Penguin Dictionary of Literary Terms and
Literary Theory. London: Penguin Books, 1999
6. Daiches, David. A Critical History of English literature. London.Mandarin, 1994.
7. Jerspersen, Otto. Growth and Structure of the English language. New York: D. Appleton and

Page 47

44 Company, 1923.
8. Legouis Émile Hyacinthe , Cazamian Louis. A History of English Literature, New York :The
Macmillan Company, 1930.
9. Sanders, Andrew. The Short Oxford History of English Literature. Oxford: Oxford University
Press, 2000
10. Wren, C.L. The English Language. London : Methuen. 1966.

Page 48

45 SEMESTER I
PART III : CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: HINDI (ANCILLARY MAJOR)
COURSE NAME: आध ¸ि नक हि न्द गद्य

श्र ेय ˙क
: ०६ Total
Marks : १००

अि धगम उद्द े श्य :
१) ाोा ए काोाे प्रथम िोष ग माोाेाोां वाहाोांदाोा साावाहिाो काोा
तमाोााम गदा य िवाधााओाोां काोाो चयवानत काोा ृ
वातयाोाोाोां काोाे ज़ररए िवाद याावाथगयाोाोाोक सम माुख प रस ताुत करनाा।
२) कहााना और कथाेतर िवाधााओां काा पररचय िवावाभन्न काृ वातयाोां काे मााध यम साे
कराानाा ताावाक िवाद्यााथा इन रूपो काा िप्रक्ष अनाुिभ कर सकाेां ।
३) िवाद याावाथगयाोाोाोां काोाो वाहाोांदाोा काोाे अनाोाेक अमर
साावािहकाराोाोाोां काोा काोाृ वातयाोाोाोां साोाे जाोडाो.नाा।
४) वाहन दा कहानाोा काोाे इवातहाोाास साोाे िवाद याावाथगयाोाोाोां काोाो
िअगत कराानाा।
५) िवावाभन्न काोााल-खाोांडाोाोाोां काोा कहाावानयाोाोाोां काोा
अाोांतिाो गसा ताोाु और रा प काोाे िवाकाास काोाो समझाानाोाा।
६) रचनााओां काे
िवािवाध
पााता ाोाो, उनको
वाथथवात
याोाो, और यथाोााथ ग काोाा साक षााता काोाार कराानाा।


अि धगम ि नष्पहि :
१) िवाद यााथा वाहांदा कहााना ज `सा प्रमाुख गद्य िवाधाा काे िवाकाास साे पररवाचत हाो सकाेां गाे।
२) िवाद यााथा कहाावानयाोां काे मााध यम साे समााज काे िवावाभन्न पक षाोां साे पररवाचत हाोगाे।
३) िवाद यााथा आता मिाोाोाृत त, डायराोा , पता , साोांस मरण, राोाे खाोाावाचता ,
वाा याोांगा य, ररपाोताोाा गज, एकाोाााोांकाोा और वान ाोांध जाो`साोा
कथाोाेतर
िवाधााओाोां साोाे पररवाचत हाोगाोाे, उनकाोाे भाोाेद
समझाोाेाोांगाोाे और उनकाोाे जररए समाोााज काोाो समझनाोाे
काोा दाृवाष्ट प्राापा त कराोाे ाोां ग।ाोा े

Page 49

46
४) िवाद यााथा वाभन्न वाभन्न कथाोाेतर िवाधााओाोां काोाे रा प वािाोधान काोाो भ
समझाोाेाोांगाोाे।

म ड ्य ˛ल I: ि ह ˙द कह न
क ि ह क स एह रचन ए
(2
श्र ेय ˙ क) घटक १: िहन्द कह न क े ि ह ि भन्न य ¸ग
अ) प राोाेमचाोांद पाो िाो ग कहाना

Page 50

47 ) प्रेमचंद युग न कहान
क) प राेमचांदाोत तर िएां नई कहााना (अन्य कहााना आांदाोलन सााठाोत तर काा कहााना सचाेतन
कहाना )
घटक २: िहन्द कह न : प ्र ेमच ˙द, धम ¸ह र भ रत एह
र ˙ग ेय र हघ

Page 51

48 अ) शतरां ज काे वाखलााडा ा - प राेमचांद : माानसराोिाोर भााग-3
) गाोाुलकाोा ना नाोाो- धम गिाोाोा र भारताोा : ाोांद
गलाोा काोाा आवाखरा मकाोाान साोांगा रहगदल-
राोाााोांगाोाेय राािोिाो : प्रवातवानवाध क) कहाावानयााां,
घटक ३: िहन्द कह न : कमल ेश्वर, ि नम ¸ल ह म ¸ एह स्वय
प्रक श
अ) वादल ला माेां एक मा त- कमलाेश िर: वाहांद समय पर उपलब्ध
) लाोांदन काोा एक राात- वानम गल
िाोमाोाा ग: वाहाोांदाोा समय पर
उपलब्ध क) अकाोााल
माोाृिाोाोाु- स ियाोां
प रकाोााश:
प्रवातवानवाध दस कहाावानयाोाााोा ं

म ड ्य ˛ल II: कह ेतर गद्य (२ श्र ेय ˙क)
घटक ४: कह ेतर गद्य : ि नब ˙ध, व ्य ˙ग्य एह य त्र ह ˛ह ˙त
अ) गाोाेहाोां नााम गाोाुलाोाा (वान ाोांध)-
राामिाोाोाृक्ष ाोाेवानपाोाुराोा : वाहाोांदाोा
समय पर उपलब्ध
) माताद न चांद पर (व्यंग्य )- हररशंकर परसाई क)
जमनोता ाोा काोा यााताोा ाोाा
(यााताोा ाोाा िाोाोाृत्ताोाााोांत)-
िवाषा णाोाु प रभाक
घटक ५: कह ेतर गद्य : ररप त ¸ज, एक ˙क और आत्मह ˛ह
अ) वा दाोाापत नााच (ररपाोताोाा गज)- फणा श िर नााथ राोाे णाोा ु
) र ढ़ क हड्ड (एकांक ) -जगद श चंद्र माथुर क)
माोाेराा जा िाोन
(आता मिाोाोाृत त)-
प राोाेमचाोांद: गदा य साोांचयन,
घटक ६: कह ेतर गद्य : स ˙स ्मरण, र े ख ि चत्र एह पत्र
अ) माोहन रााकाे श (सांस मरण) - कमलाेश िर
) िोोा साोाा (राोाे खाा वाचताोा ) - महाोाादाोाेिोोा िाोमाोाा ग

Page 52

49 क) ाोां ई िप राास काोाा पताोा (पताोा साावाहिाो) - फणा श िर नााथ
राोाेणाोाु; फणा श िर नााथ राोाे णाोाु(पा डा एफ)

म ड ्य ˛ल III : अ ˙तग ¸त म ˛ल ् ˙कन (INTERNAL ASSESSMENT): (२
श्र ेय ˙क)

िाोम
सांख याा िवा
िाोर
ण अंक
1 काोााय ग/प रकल्प साोाेमाोाेस टर काोाे
प रिाोाोाेक मा डा याो ल साोा े
(2x10) 20
2 साेमाेस टर माेां एक वानयत काल न कक्षाा परा क्षाा 15
3 साेमाेस टर माेां िवाषय सां ाोां धा एक वान ाोां ध 5

Page 53

50 काु ल योग 40
क य ¸ / स्व ध ्य य (क णत ेह द न प्रकल ्प) Tasks/Assignments
(Any Two):
1. शतरां ज काे वाखलााडा ा कहााना का समा क षाा क वाजए।

Page 54

51 2. कमलाेश िर का कहााना वादल ला माेां एक मा त का समा क षाा का वाजए।
3. 'अकाोााल माोाृिाोाोाु 'कहानाोा काोाे पााताोा इम्माोा
काोाा चररता एिाोाोां पररवाथथवातयाोाोाोां काोाा वििाोाोाेचन
को वाजए।
4 एकााांका 'रा ढ़ का हड्डा ' माेां ि यांग्य का पहचाान का वाजए।
5. महाोाादाोाे िोोा िाोमाोाा ग काोाे राोाे खाोाावाचता 'िोोा सा'
माोाेाोां िोोा साोाा काोाे चररता काोाा िोण गन काोा वाजए।
6. सांस मरण और राे खाावाचता का ताुलनाा क वाजए।
7. आता मिाोाोाृत्त और पताोा साावाहिाो काोा ताोाुलनाा काोा वाजए।

स ˙दभ ¸ ग ्र ˙ह स ˛च :
1. राामचाोांद्र शाोाुका ल, वाहाोांदाोा साावाहिाो काोाा इवातहाोाास,
चाोा दिहाोाााोा साोांस्करण, नाागरा प्रचाोााररणा सभाा, काोााशा ।
2. डा . नगाेन्द र, वाहांद साावािह काा इवातहाास, मय र पाेपर ाो ` क स, नई वादल ला ।
3. डाोा . िवाजयाोाेन्दा र, वाहाोांदाोा सावाहिाो काोाा इवातहाोाास,
सावाहिाो अकाोाादाोाे मा , वादल ला ।
4. डाोा . राामकाोाु माार िाोमाोाा ग, वाहाोांदाोा साावाहिाो काोाा
आलाोाोचनाोाात्मक इवातहाोाास, राामनााराायण लाोााल
ाोाेना मााधिाो प रकाोााशन, इलााहा ाोााद।
5. डाोा रााम स िरूप चताोाुिाोाोाेदाोा , वाहाोांदाोा
साावाहिाो िाो साोांिाोाोाेदनाा काोाा वािोकाास, लाोाोकभारता
प रकाोााशन, इलाोााहाा ाोााद।
6. याोगाेन्द्र प्रतााप वासांह, वाहांद साावािह काा इवातहाास और उसका समस यााएां , िाोाोााणा
प्रकााशन, नई वादल ला ।
7. इांद्रनााथ मदाान, आधाुवानकताा और वाहांद उपन याास, रााजकमल प्रकााशन, नई वादल ला ।
8. काु छ कहाावानयााां काु छ िवाचाार, िवाश िनााथ प रसााद वात पााठ , रााजकमल, प्रकााशन, नई वादल ला ।
9. राामदरश वामश र, वाहांद कहााना : अांतरां ग पहचाान, नाेशनल पद धवावाशांग हााउस, नई
वादल ला ।
10. गाोपााल रााय, वाहन्दा कहााना काा इवातहाास भााग 1 और 2, रााजकमल प्रकााशन, वादल ला
11.प्रवातवानवाध कहाावानयााां, रााांगाेय राािाोिाो , रााजकमल प्रकााशन, वादल ला I
12. गाोाुलकाोा ना नाोाो- धम गिाोाोा र भारताोा : ाोांद गलाोा काोाा
आवाखरा मकाोाान साोांग रह, भारता य ज्ञाानप ठ, वादल्ला
13. गदल- रााांगाेय राािाोिाो : प रवातवानवाध कहाावानयााां, रााांगाेय राािाोिाो, रााजकमल
प रकााशन, वादल ला

Page 55

52 14 प रवातवानवाध दस कहाावानयााां, वाहन दा अध ययन मांडल, माुां ई
15. माताद न चांद पर (व्यंग्य )- हररशंकर परसाई https://poshampa.org/
16. िवाष णाु प्रभााकर : गद्य सांचयन, सां. आलाोक गाुप त, िाोाोााणा प रकाशन, वादल ला
17 वाहन्दा साावािह काा इवातहाास, सांपाादक: डा . नगाेांद्र, मय र ाोाु क स, दररयाागांज, नई वादल्ल
18 फणा श िर नााथ राोाेणाोाु काोाे ररपोताोाा गज, प राोाेरणाा चवािाोकाोाे शन
अथिोोाा समय काोा वाशलाोाा पर, राोााजकमल प रकाोााशन
19. जगदाोा श चाोांद्र मााथाोाुर: आठ एकाोाााोांकाोा , िाोाो ााणा
प रकाोााशन, वादल्ला

Page 56

53 20. प राेमचांद: गद्य सांचयन, सांपाादक: आलाोक गाुप त, प्रकााशक िाोाो ााणा प्रकााशन, वादल ला
21. माेरा हमदम माेरा दाोस त, सांपाादक: कमलाेश िर, नाेशनल पद धवावाशांग हााउस, वादल्ल

Page 57

54 SEMESTER I
PART III : CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: MARA THI (ANC ILLARY MAJOR) (ह `कल्पल्पक
मर ठ )
COURSE NAME: मर ठ स हि त्य प ्रक र ˙च अभ्य स

श्र ेय ˙
क: ०६ एक˛ ण
ग ¸ण: १००

अध्ययन उि द्दष्ट े:
१) िवािवाध साावाहिाो प रकाोााराोाााोांच ओळख िवाद यााथा ा ाोाा गनाा कराो न
दाोाे णाोा े
२) साावाहिाो प रकाोााराोाााोांच आिाोड वानमाोाा गण करणाोा े
३) व्यािोहाररक मराठ चा पररचय करून देणे
४) स्पधाोाा ग परा क षाोाा , ि यिाोसायाावाभमाोाुख दृष टा नाोाे सक्षम निाोणाोा े

अध्ययन ि नष ्पह : हाोाा अभा याोाासिाोम पाो ण ग काोाे
ल याोाािाोर िवाद यााथा :
१) मराठ नाटकाच परं परा सांगतो .
२) नााटकाोााच याा सिाो ग िाोटकाोाााोांच माावाहता साोाााोांगताो.
३) नााटकाोााच याा प्रयाोाोगाोााच याा िाोाो`वाशष्टा टा याोााच माावाहता
साोाााोांगताो .
४) नाटकाचे स्वरूप स्पष्ट करतो .

म ड ्य ˛ल I: मर ठ स ि ह त्य प्रक र ˙च अभ ्य स
( २ श्र ेय ˙क) घटक १: मर ठ स हि त्य प्रक र – न टक
अ) नााटक याोाा साावाहिाो प रकाोााराोााचा साो`िाोाोाााोांवातक
अभ याास
) नााटकाोााच रचनाा
िाोाो`वाशष टाोा टा याोा े आण
क) नाटकाच परं परा

Page 58

55 घटक २: न टक – ि ह ि ह ध प्रक र – ओळख
अ) नााट यछ टाा - स िरा प सांकल पनाा – थोडक याात पररचय
) नभोनाट्य - स्वरूप संकल्पना – थोडक्यात पररचय क)
ाोाालनाट्य - स्वरूप संकल्पना – थोडक्यात पररचय
घटक ३: न टक – रचन त ˙त्र ह ह `ि शष्ट ्य े
अ) नाटक – सविधानक , पात रचना , कालािोकाश , इ. चा विचार

Page 59

56 ) नााट्य सवान हताा िो प रयोग – सााम्य – भाेद
क) नााटकााता ल काालाािाोकााश, भाषााश `ला इ. चाे िवाशाेष

म ड े ल II - न य कल क ˛ त च अभ ्य स (२ श ्र ेय ˙क)
घटक ४: न टक – ह क ्य ¸ ि म.ग्ल ड – ल ेखक - अि नल बह े
न टक च े स्वर प ि ह श ेष
अ) या नाटकाचे कथानक िो नाट्य स त
) नााटकााता ल सांिाोाोााद, भााषाा
क) नााटकााता ल पाता वाचत्ण िाो िाोाोााताािाोरण
घटक ५: न टक - च रचौघ – ल ेखक - प ्रश ˙त दळह न टक च े
स्वर प ि ह श ेष
अ) या नाटकाचे कथानक िो नाट्य स त
) याा नााटकााता ल
सांिाोाोााद,
भाषााक) पाता वाचत्ण
िो
िाोाोााताािाोरण
घटक ६: न यक˛ त च आस्व द – हि च र
अ) नाोााटा यिाोाोाु ता चा आस िााद आवाण प राोाेक्षक
) नााटक आवाण
समााज क) नााट्य
परा क षण

म डय ˛ल III – अ ˙तग ¸त म ˛ल ्म पन (INTERNAL ASSESSMENT) (२
श्र ेय ˙क)

अ. िो
. स्व
रू
प गुण
१ िप राेकमा डय ल मध न वाकमाान दाोिनर प रकल पलाेखन २x१० २०
२ अाोांतग गतचाचणाोा परा क षाा १५
३ स्वाध्याय / वान ाोां ध ०५
एक ण गुण ४०
ख ल लप`क क णत्य ह द न क˛ त प˛ण ¸ कर . Tasks/Assignments (Any two)
१) नाोााट्य पराोां पराोाे च माावाहता वालहाा.
२) िाोराोा ल नाोााट्य प्रयाोाोग पाहन िाोाोाािाोर
ताोाुमचाोाे मत वालहाा.
३) ताुमच याा िआडा च याा नााटकााचाे परा क षण वालहाा.

Page 60

57 ४) अभ याासाालाा नाेमलाेल्या नााटकााता ल कााहा नााट्य िप राेश साादर करा.
५) मरााठा ताोा ल काोाोिणाोााह दाोाोन स्त राोा
नााटकाोााराोाााोांच्याा लाोाेखन शाो`लाोा चाोा िोाो`वाशष्टा टा याोाे
वालहाा.
६) ताोाुमा हाोाालाोाा पररवाचत असलाोाेल याोाा काोाोिणाोााह
दाोाोन नााटककाोााराोाााोांच याायाोगदाोाानाोाा दा दल
वालहाोाा

Page 61

58 स ˙दभ ¸ ग ्र ˙ह :
१) मरााठा रां गभ मा , मरााठा नााटक -िाोटनाा आवाण परां पराा ( डाा अ. नाा. भालाेराािाो
स माृवातग रांथ ) सांपाादक काे.कााळाे ,िाोाोाा.
ल. काोाु लकणाोा ,िोोाा. राा. िवाळाोाे ,माोाु म साावाहिाो साोांिाो
माोाु. 71

Page 62

59 २) साावािह अध याापन आवाण प्रकाार सांपाा. श्रा .पाु भाािगत ,पा प याुलर आवाण मा ज प्रकााशन, माु. १९८७
३) मरााठा रां गभ मा : शतक पवाहलाे १९८८, िवा.भाा. दाे शपााांडाे
४) मलाा वादसलाेला नााटकाे , धाो.,िवा. दाेशपााांडाे
५) साावाहिाो -समाोा क्षा (िवा.िोाोाा. वाशररााडकर गाोा रर गा राोांथ )
साोांपाावादत – साािाो गजवानक िोाोाा चनाालय
,नाोाावासक १९७६
६) भाारता य प रयोगकलााांचाा पररचय िाो इवातहाास-नााट य, रााजा िाो नााईक
परिवाण भोळाे , लाोिकााङमय गृह,मुं ई, २०१०
७) मराठ नाट्यकोश , वि.भा. दे शपांडे (संपादन ) १९८९

Page 63

60 SEMESTER I
PART III CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: GUJARATI (ANCILLARY MAJOR)
COURSE NAME: PRE - & MEDIEVAL PERIOD LITERATURE
AND FOLK LITERATURE

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To understand the literature created in the pre and during Medieval period
2. To identify the types of literature written by contemporary authors and poets.
3. To analyse the trend and styles of literature during the medieval period.
4. To comprehend Gujarati folk literature

Learning Outcomes: At the end of the course, the student will be able to:
1. Describe the types of literature written by contemporary authors and poets
2. Compare and contrast different types of folk literature
3. Discuss the trend and styles of literature during the medieval period.
4. Explain the literature created in pre and during Medieval period

MODULE I: GUJARATI LITERATURE: PRE - AND MEDIEVAL PERIOD (2 Credits)
Unit 1: Literary culture of Gujarat
a) Development of Gujarati script
b) Comparative review of Rajasthani Literature and that of Saurashtra
c) Cultural heritage of Gujarat
Unit 2: Contemporary Prose Literature: (features, significance and focus during early
and the Medieval period)
a) Natak, Navalkatha
b) Tunki vaarta:Short stories
c) Diaries, Letters and travelogues
Unit 3: Contemporary Poetic Literature: features, significance and focus)
a) Raas and Phagu kaavya: Historical journey From Jain Monks till medieval period
b) Bhakti kavya: Pre and post Narasinha Mehta era in Gujarati literature.
c) Prabhandh: Narrative kaavya: Work of Jain monks and non -Jain poets in the early period.


MODULE II: GUJARATI FOLK LITERATURE (2 Credits)
Unit 4: Concept of Folk literature (Lok sahitya):
a) Meaning, Nature and characteristics,
b) Gujarati Folk literature and reflection of contemporary society and the characters

Page 64

61 c) Gujarati Style of language and central themes
Unit 5: Traditions in folk literature
a) Oral Tradition: folk tales, myths and songs: different varieties
b) Folk and performing arts: Material culture of artists and staging
c) Comparison of Gujarati folk literature in different parts of India.
Unit 6: Popular folk literature and its critical review
a) Folk tales: ‘Folk tales of Gujarat’ by R.M. Bhatt
b) Folk songs: Any one from Garba, Dandia Raas, Tippani and akhyan
c) Folk performing drama: Any one Bhavai depicting social issues

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. Critically compare and analyse the trends of Gujarati literature prevalent in the medieval and
modern era. Write your reflective report.
2. Research on the female composers in the medieval and modern era and make a multimedia
presentation on their contribution to Gujarati Literature.
3. Arrange for an exhibition of Gujarati books depicting different types of literature.
4. Critically review Narsimha Mehta and Mirabal’s Bhakti literature and find out its relevance in
the modern era. Make a presentation using any multimedia.
5. Critically review and identify the features of Phagu and Prabandh literature. Write a reflective
report on it in the context of theme, characters and style of these types of compositions.
6. Review any documentary or film or performances based on Gujarati folk literature. Identify the
unique features and write a reflective report.

References:
1. Gujarati Sahityano itihas granth - Khand 1
2. Gujarati sahitya -Madhyakal: Anantrai Rawal
3. Madhyakalin Gujarati sahityano itihas: Dr. Behcharbhai Patel
4. Kavi Premanandkrut Abhimanyu Akhyan by, Dr. Hashy Yagnik, Parshwa Publication
5. Mirabai: Niranjan Bhagat
6. Mira na Pado: Bhupendra Trivedi
7. Narsimha Mehtani Kavya krutio by SHivlal Jesalpura

Page 65

62 8. Narsimha Mehta - Ek Adhyayan by Ke.Ka. SHastri
9. Yagnik, Hasu, Loksahitya Vimarsh, Gandhinagar, Gujarat Sahitya Akademi, 2001.
Online Reference Links (Retrieved on 20-21 March 2020)
1. Unit 1: https://en.wikipedia.org/wiki/Rasa_(literary_form)
https://en.wikipedia.org/wiki/Akhyana
2. Unit 2: https://en.wikipedia.org/wiki/Akhyana
Mukherjee, Sujit (1999). A Dictionary of Indian Literature: Beginnings -1850 . Orient
Blackswan. ISBN 8125014535
https://en.wikipedia.org/wiki/Gujarati_literature
3. Unit 4: https:/ /www.britannica.com/ art/folk -literature/Characteristics -of-folk-literature
4. Unit 5: https:/ /www.ugc .ac.in/pdfnews/2254402_B.A. -with-Gujarati.pdf
5. Unit 6: https://ingujarat.in/culture/bhavai -folk-drama/
https:/ /www.indi anetzone.com/49/nationalist_writers_modern_gujarati_literature.htm
https://en.wikipedia.org/wiki/Gujarati_literatur e
https:/ /www.kidsg en.com/stories/folk_tales/the_robbers.htm

Page 66

63 SEMESTER I
PART III
CORE COURSE: URDU (ANCILLARY MAJOR)
COURSE NAME: URDU POETRY 1914 ONWARDS

Total Credits: 6
Total Marks: 100


Learning Objectives:
Learning Outcomes: At the end of the course, the student will be able to:
1. To acquaint the students with the Art, qualities and types of Nazm Nigari.
2. To develop a critical understanding of Urdu Nazm aurNazmNigari.
3. To appreciate the characteristics, critical analysis of the poems (Nazm) of Allama Iqbal.
4. To understand the Art of Nazm Nigari with reference to Allama Iqbal ki muntakhabnazmein.
5. To appreciate the characteristics, critical analysis of the poems (Nazm) of AkhtarSheerani.
6. To understand the Art of Nazm Nigari with reference to Akhtar Sheerani (muntakhabnazmein)


Learning Outcomes: At the end of the course, the student will be able to:
1. Describe the students with the Art, qualities and types of Nazm Nigari.
2. Explain the forms of Urdu Nazm aur NazmNigari.
3. Discuss and appreciate the characteristics, critical analysis of poems (Nazm) of Allama Iqbal.
4. Analyse the Art of Nazm Nigari with reference to Allama Iqbal ki muntakhabnazmein.
5. Explain the characteristics, critical analysis of the poems(Nazm) of AkhtarSheerani.
6. Analyse the Art of Nazm Nigari with reference to Akhtar Sheerani (muntakhabnazmein)


MODULE I: URDU POETRY AND TWO POETS (2 Credits)
Unit 1: Art of Nazm Nigaari
a) Nazm - Urdu shayari ki ek maqbool Sinf
b) Nazm ki maani -o- mafhoom, nazm ki khususiyat,
c) Nazm ki haiyatein/ nazm ki iqsam
Unit 2: A Critical study Of Urdu Nazm aur Nazm Nigari
a) Urdu me nazmnigari -aaghaaz -o-irtequa
b) Azadi se pehle Urdu nazm aur ahem nazm Niagaron ka mukhtasar taaruf
c) Taraqqipasand urdu nazm aur ahem nazmnigaar
Unit 3: Allama Iqbal
a) AllamaI qbal: Life Sketch
b) Allama Iqbal ki nazm nigaari ki khususiyaat

Page 67

64 c) Allama Iqbal ki nazmon ka tanquidi tajziya

Module II: AllamaIqbal (2 Credits)
Unit 4: AllamaIqbal ki muntakhab nazmein
a) Allamaiqbal: usloob -e- shayari
b) Himala, haquiqat -e-husn, chand, sair -e-falak, chand aur taare, dua, naya shiwala, tarana -e-
mili (selected 8 poetries)
c) Art of nazmnigaari
Unit 5: Akhtar Sheerani
a) Akhtar Sheeranikehalat -e-zindagi
b) Akhtar Sheerani ki nazmnigaari ki khususiyat
c) Akhtar Sheerani ki nazmon ka tanqidi - jayeza
Unit 6: Akhtar Sheerani(muntakhab nazmein)
a) Akhtar sheerani ka usloob -e-shairi
b) Ae des se aane wale bata, Ae ishq kahin le chal, Barkha rut, Ek arzoo, Sarzameen -e-ishq,
duniya ki baharein, nazr-e-watan, fareb -e-hasti (selected 8 poetries)
c) Art of nazm -nigaari

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. Urdu Nazm ki khususiyat bayan kijiye
2. Nazm Nigari ke fun ka tafseelijayezalijiye
3. Taraqqi pasand Urdu Nazmgo shoarakefun ka tanqidijayezapeshkijiye
4. Allama Iqbal ki shairikeusloob par sair e hasilbaheskijiye
5. Akhtar Sheerani ki nazm Nigari ka naqedanajayezalijiye


References:
1. Urdu Nazm ki daryaft by Hamidi Kashmiri
2. Jadeed Urdu shairi by Abdul Qadir Sarwari
3. Nayinazm ka safar by Khalirurrehman Azmi
4. Iqbal tanqid (naqedeenkehawale se) by Dr. Aziz Ahmad
5. Iqbal ki fikrimiras by Saleem Akhtar
6. Kulliyat e Akhtar Sheerani by Akhtar Sheerani

Page 68

65 SEMESTER I
PART III
CORE COURSE: GERMAN ( ANCILLARY MAJOR)
COURSE NAME: GERMAN LANGUAGE 2 (A2)

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To comprehend language structures at the intermediate level and respond to daily life situations.
2. To comprehend language skills of reading and listening to German (CEFR Level A2.1).
3. To comprehend reading language skills of understanding German (CEFR Level A2.1).
4. To understand skills of speaking German (CEFR Level A2.1).
5. To develop language skills of writing German (CEFR Level A2.1).


Learning Outcomes: At the end of the course, the student will be able to:
1. Know to read German (CEFR Level A2.1).
2. Make use of basic language structures of German.
3. frame simple sentences pertaining to concrete necessities.
Note: Basic language proficiency of A1 level as per the Common European Reference Framework
is necessary for this course. Candidates should have completed (passed) A1 at Max Mueller Bhavan
/ Goethe Institut / equivalent course at University of Mumbai / any other university OR Standard
11 and 12 with German OR any other qualification equivalent to A1.

MODULE 1: BASIC LANGUAGE SKILLS (2 Credits)
Unit 1: Rund ums Essen
a) Sprachhandlungen: Informationen zu Personen verstehen | über Essen sprechen | sich und
andere vorstellen | eine Bildgeschichte verstehen und wiedergeben | etwas begründen | über
Gefühle sprechen | Vermutungen äußern | Fragen zu einem Text beantworten | ein Restaurant
vorstellen | Wörter mit allen Sinnen lernen
b) Wortschatz: Küche und Kochen | Essgewohnheiten | Gefühlsverben
Aussprache: ch wie in ich oder ch wie in acht
Landeskunde: Dunkelrestaurants in D-A-CH Der Film Was gibt es heute? | Ich habe schon so
Hunger!

c) Grammatik; Possessivartikel im Dativ: meinem Freund | doch (nach Ja -/Nein - Fragen) |
Reflexive Verben: sich freuen | Nebensatz mit weil

Page 69

66 Unit 2: Nach der Schulzeit
a) Sprachhandlungen: Berichte aus der Schulzeit verstehen | über die Schulzeit sprechen und
Kommentare schreiben | beschreiben, wo etwas ist | über Gewohnheiten sprechen | Stadt -Tipps
verstehen und geben | Informationen über ein Schulsystem verstehen | über Schultypen sprechen
b) Wortschatz: Tätigkeiten und Erfahrungen in der Schulzeit | Fächer | Schultypen
Aussprache: sp und st Landeskunde: Tipps für den Start in Graz | Schultypen in Deutschland
(Thüringen) Der Film Die Schulzeit | Neu in München

c) Grammatik: Modalverben im Präteritum | Positionsverben | Wechselpräpositionen mit Dativ
und Akkusativ

Unit 3: Medien im Alltag
a) Sprachhandlungen: über Vor - und Nachteile sprechen | Vergleiche formulieren | die eigene
Meinung sagen | über Vorlieben sprechen | über Filme sprechen | Kommentare zu einem Film
verstehen | einen Kommentar schreiben
b) Wortschatz: Medien | Aktivitäten mit Medien | Film
Aussprache: b oder w
Landeskunde: Kino! Kino! – Der Film „Almanya“ Der Film Alte und neue Medien | Bitte lächeln!

c) Grammatik: Komparativ | Vergleichssätze mit als, wie | Nebensatz mit dass | Superlativ

MODULE II: (2 Credits)
Unit 4 - Große und kleine Gefühle
a) Sprachhandlungen: sich bedanken und Glückwünsche aussprechen | über Gefühle sprechen |
Informationen über Festivals verstehen und darüber sprechen | über eine Stadt schreiben |
Freude/Bedauern ausdrücken | über ein Lied sprechen | Blogeinträge verstehen und schreiben |
Überschriften finden
b) Wortschatz:: Feste und Ereignisse | Einladungs - und Dankeskarten | Gefühle
Aussprache: Emotionales Sprechen
Landeskunde: Norddeutsche Feste | „Ende Anfang“ – ein Lied von einer deutschen Band Der Film
Post für mich? | Überraschung | Ein Wochenende in Kiel

c) Grammatik: Nebensatz mit wenn | Adjektive nach dem bestimmten Artikel


Unit 5: Was machen Sie beruflich?
a) Sprachhandlungen: ein Gespräch am Fahrkartenschalter führen | über Freizeitangebote sprechen
| Texten Informationen entnehmen | Personen vorstellen | Berufswünsche äußern | einen Traumberuf
vorstellen | ein Telefongespräch vorbereiten | telefonieren | einen Text zum Thema Arbeitswelt
verstehen
b) Wortschatz: Berufe | Arbeitsmittel und Tätigkeiten | Bahnreisen | Arbeitswelt Aussprache: m
oder n Landeskunde: Am Fahrkartenschalter der Bahn | Arbeitswelt von morgen Der Film Ich
brauche schnell ein Ticket. | Beas Traumjob

Page 70

67 c) Grammatik: Adjektive nach dem unbestimmten Artikel | Präpositionen: ohne + Akkusativ, mit
+ Dativ | das Verb werden
Unit 6: Ganz schön mobil
a) Sprachhandlungen Informationen erfragen | Unsicherheit ausdrücken | eine Wegbeschreibung
verstehen und geben | einen Zeitungsartikel verstehen | die eigene Meinung sagen | über den Weg
zur Arbeit sprechen | eine Statistik beschreiben | Informationen über eine Reise verstehen | über
Reisen sprechen
b) Wortschatz: öffentlicher Verkehr | rund ums Autofahren | Weg zur Arbeit Aussprache:
Schwierige Wörter Landeskunde: Der Weg zur Arbeit in D-A-CH | Mit dem Fahrrad auf Reisen
Der Film Zu spät! | Der Weg ist ganz einfach …
c) Grammatik: Nebensatz: indirekte Fragesätze | lokale Präpositionen an … vorbei, durch, …

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. Listening Comprehension of content in the syllabus
2. Maintain a personal vocabulary list from German prose and poetry
3. Written Assignments
4. Oral Demonstration of poetry
5. Maintain a German Language Log -Book


References:
1. Dengler, Stefanie, u.a.: Netzwerk A2. Deutsch als Fremdsprache. Kursbuch und Arbeitsbuch.
(Kapitel 1-6) München / Delhi: Klett Langenscheidt / Goyal Saab 2015
2. Aufderstraße, Hartmut, u.a. : Lagune 2. Deutsch als Fremdsprache. Kursbuch und Arbeitsbuch.
Ismaning: Max Hueber Verlag 2014.
3. Breitsameter, Anna, Glas -Peters, Sabine, Pude, Angela, Specht, Franz: Menschen A2. Deutsch
als Fremdsprache. Arbeitsbuch. Ismaning: Hueber 2013
4. Funk, Hermann, u.a.: Studio d - Grundstufe: A2. Berlin / New Delhi: Cornelsen / Goyal Saab
2013
5. Any other textbook for A2.1 / A2 level proficiency (corresponding to the topics in the syllabus)
may be used as a reference book.
6. Websites: https://einstufungstests.klett -sprachen.de/eks/uebungen -netzwerk -a2/

Page 71

68 SEMESTER I
PART III CORE B.A SCHOOL SUBJECTS
CORE COURSE: HISTORY
COURSE NAME: HISTORY OF MODERN INDIA (1757 -1947)

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To understand the establishment of British colonial rule
2. To examine the rise and development of political nationalism.
3. To examine the rise and development of economic nationalism.
4. To acquaint the students with the mass movements in the Indian Freedom struggle
5. To develop an understanding of Gandhian movements


Learning Outcomes: At the end of the course, the student will be able to:
1. Explain the impact of colonial rule and the development of resistance against it.
2. Discuss how forces of nationalism developed led to the creation of an independent India.
3. Describe the events leading to the Partition of India and its impact.
4. Discuss the trends in Indian nationalism
5. Explain the Gandhian movements


MODULE 1: BRITISH COLONIAL RULE (2 Credits)
Unit 1: Beginning of Colonial era
a) Establishment of British rule
b) Challenges to British rule
c) British Reforms and Administration upto 1857
Unit 2: Socio -Religious Reform Movements
a) Revivalist movements
b) Reformist movements
c) Impact of reform movements
Unit 3: Growth of Political Awakening
a) Revolt of 1857 - Causes, Nature and consequences
b) Growth of Political Associations
c) Foundation of Indian National Congress

MODULE II: INDIAN NATIONALISM (2 Credits)
Unit 4: Trends in Indian Nationalism

Page 72

69 a) Moderates
b) Extremists
c) Revolutionary nationalism
Unit 5: Gandhian Movements
a) Non-Cooperation movement
b) Civil Disobedience movement
c) Quit India movement
Unit 6: Towards Freedom
a) Constitutional developments (1909 -1945)
b) Towards Indian Independence
c) Partition of India

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. Submit an assignment on the nature of the Revolt of 1857.
2. Prepare a presentation on Leaders of the Civil Disobedience Movement
3. Draw a flow chart showing activities of the Congress from 1920 – 1947
4. PPT Presentation of the Gandhian movement
5. Written Assignment on the trends in Indian Nationalism


References:
1. Bandyopadhyay Sekhar, From Plassey to Partition and After: A History of Modern India, Orient
Longman, New Delhi, 2004.
2. Banerjee - Dube, Ishita, A History of Modern India, Cambridge University Press, 2015.
3. Brown Judith, Modern India: The Origins of an Asian Democracy, OUP, 1994.
4. Chakravarti Aroop, The History of India (1857 – 2000), Pearson, New Delhi, 2012.
5. Chandra Bipin and Others, India since Independence, Penguin Books India, Paperback, 2017.
6. Grover B.L. & Grover S., A New Look at Modern Indian History (1707 – present day), S. Chand
and Company, New Delhi, 2001.
7. Guha Ramchandra, Makers of Modern India, Penguin UK, 2010.
8. Guha Ramchandra, India After Gandhi, Harper Collins, 2007.
9. Nanda B.R., Essays in Modern Indian History, O.U.P., Mumbai.
10. Nanda B.R., Making of a Nation: India’s Road to Independence, Delhi, 1998.

Page 73

70 11. Pannikar K.N. (ed). National and Left Movement in India, Vikas Publishing House Pvt. Ltd.,
New Delhi, 1980.
12. Thompson Edward & Garratt G.T., History of British Rule in India, Vol. II, Atlantic Publishers
and Distributors, Delhi, 1999.
Resources in Marathi:
13. Acharya Dhananjay, Aadhunik Bharatacha Itihas, Shri SainathPrakashan, Nagpur, 2006.
14. Bhole Bhaskar L. Bharatache Swatrantrya –Pannas Varshancha Magova, Sanket Publication,
Aurangabad,1998.
15. Chandra Bipan and Others, Swatantryottar Bharat, K’Sagar Publication, Pune, Reprint 2017.
16. Chandra Bipan and Others, Grover B. L., Belhekar N. K., Adhunik BhartiyaItihas :Ek Navin
Mulayankan, 3rd Edition, S.Chand Publishing, 2003.
17. Guha Ramchandra, Gandhi Nantarcha Bharat, Majestic Publishing House, 2015.
18. Sarkar Sumit, Aadhunik Bharat, Rajkamal Prakashan Pvt Ltd, 2009.

Page 74

71 SEMESTER I
PART III -CORE B.A SCHOOL SUBJECTS
CORE COURSE: GEOGRAPHY
COURSE NAME: INTRODUCTION TO HUMAN GEOGRAPHY

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To develop a basic understanding about concepts associated with subject of Human
Geography.
2. To understand Man Environment Relation.
3. To understand Population and its related concepts.
4. To understand Settlement and concepts associated with it.
5. To understand the Migration and concepts related to it.
6. To understand the Refugee Crisis and concepts associated with it.

Learning Outcomes: At the end of the course, the student will be able to:
1. State the man-environment relations and its related concepts.
2. Summarize concepts in settlement, mitigation and associated concepts.
3. Describe Refugee Crisis and its concepts.
4. Correlate Migration to the Refugee Crisis
5. Explain population and its related concepts.


MODULE 1: HUMAN GEOGRAPHY (2 Credits)
Unit 1: Human Geography: An Introduction
a) Human Geography - Meaning, Definition, Nature, Scope
b) Branches of Human Geography
c) Different Approaches of Human Geography
Unit 2: Man Environment Relation
a) Determinism its viewpoints and its Philosophical varieties
b) Possibilism as Human Environment Interaction and views of Major Thinkers of
Geographical Possibilism.
c) Probabilism, support and criticism of Probabilism.
Unit 3: Population
a) Trends and Patterns of World Population change, Demographic Transition Model
b) Population Density, its distribution and its growth
c) Concept and Problems of Under -population, over-population and optimum population

Page 75

72 MODULE 2: SETTLEMENT MIGRATION AND REFUGEE CRISIS (2 Credits)
Unit 4: Settlement
a) Concept of Urban and Rural Settlements
b) Types and Pattern of settlement, Site and Situation
c) Functional classification of urban settlement
Unit 5: Migration
a) Concept and Types of Migration
b) Causes of migration – pull and push; Consequences/effects of migration, Patterns and
processes of migration
c) Emerging trends of migrations or Issues of legal and illegal international Migration
Unit 6: Refugee Crisis
a) Meaning and Definition, Causes of Refugee Crisis
b) Exploitation of displaced people, Political Responses
c) Migratory Routes and Methods of Fleeing, Role of International Rescue Committee.

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. Map - Definition, Components, Type and Importance
2. Map scale - Definition, Verbal Scale and Graphical Scale
3. Construction of Choropleth Maps, Isopleth, Dot and Flow Maps
4. Construction of Population Pyramid
5. Calculate the Population Density of the following states Bihar, Maharashtra, Arunachal
Pradesh and Kerala.

References:
1. Johnson R. J. & Others (1983) : The Dictionary of Human Geography, Blackwell England
2. Singh, L. R. (2009): “Fundamentals of Human Geography”, Sharda Pustak Bhavan, Allahabad
3. Hussain, M. (2011) “Human Geography”, Rawat Publications, Jaipur Dixit, R. D. (1997):
“Geographical Thought: A Contextual History of Ideas”, PHI Learning Private Limited, Delhi
4. Singh, R. Y. (2002): “Geography of Settlements”, Rawat Publications, Jaipur
5. Siddhartha, K. and Mukherjee, S. (2016): “Cities, Urbanization and Urban Systems”, Kitab
Mahal, Delhi
6. Chandna, R. C. (2016): “Geography of Population: Concepts, Determinants and Patterns”,

Page 76

73 Kalyani Publishers, Ludhiana Bhende, A. and Kanitkar, T. (2015): “Principles of Population
Studies”, Himalaya Publishing House, Mumbai
7. Koser, K. (2007): “International Migration: A Very Short Introduction”, Oxford Univ Press,
UK
8. Castles, S., Haas, H., and Miller, M. (2013): “The Age of Migration: International Movements
in the Modern World”, Guilford Pr.
9. Leong, G. C. and Morgan, G. C. (1982): “Human and Economic Geography”, Oxford
University Press, Delhi
10. Knowles, R. and Warding, J. (2012): “Economic and Social Geography”, Rupa and CO,
Kolkatta Waugh, D. (2009): “The New Wider World”, Oxford University World, Oxford
11. Mahmood, A. (2008): Statistical Methods in Geographical Studies”, Rajesh Publications,
Delhi
12. Singh, L. R. (2009): “Fundamentals of Practical Geography”, Sharda Pustak Bhavna,
Allahabad
13. Mishra, R. P. and Ramesh, A. (2002): “Fundamentals of Cartography”, Concept Publishing
Company, New Delhi

Page 77

74 SEMESTER I
PART III -CORE B.A SCHOOL SUBJECT
CORE COURSE: ECONOMICS
COURSE NAME: MICROECONOMICS – I


Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To develop an understanding of economics.
2. To help the students to prepare for teaching economics.
3. To impart knowledge of microeconomics.
4. To clarify concepts of utility.
5. To understand and interpret charts, graphs and figures.


Learning Outcomes: At the end of the course, the student will be able to:
1. Use microeconomic analysis as a way of understanding the world.
2. Analyse important concepts in consumer choice theory, the theory of production and costs,
and the impact of market structure on market equilibrium.
3. Use economic tools that support their understanding of economics.
4. Apply theories discussed in class to real-life situations.
5. Interpret charts, graphs and figures; based on demand and supply


MODULE 1: INTRODUCTION TO MICROECONOMICS (2 Credits)
Unit 1: Microeconomics concepts
a) Microeconomics - Meaning, Scope, Importance, Limitations
b) Positive and Normative Economics
c) Concepts of Equation, Functions, Graphs, Diagrams, Line, Slope, and Intercept
Unit 2: Ten Principles of Economics
a) How People Make Decisions (4 principles)
b) How People Interact (3 principles)
c) How The Economy as a Whole Works (3 principles)
Unit 3: Cardinal and Ordinal Analysis
a) Cardinal Utility Analysis, Diminishing Marginal Utility, Equimarginal Utility
b) Ordinal Utility Analysis: Indifference Curve Analysis: Indifference Curves, Construction
Properties, Budget Line – Construction – Slope - Shifts, Consumer’s Equilibrium,
c) Changes in Consumer Equilibrium: Price Effect - Income Effect - Substitution Effect with
Diagrams, Derive the Demand Curve using the PCC

Page 78

75 MODULE 1I: DEMAND, SUPPLY AND ELASTICITY (2 Credits)
Unit 4: Demand
a) Concept of Demand, Determinants of Demand, Demand Function
b) Law of Demand and Exceptions, Individual and Market Demand
c) Elasticity of Demand: Price, Income, Cross, Promotional Degrees: Measurement Methods
Unit 5: Supply
a) Concept of Supply, Determinants of Supply, Supply Function
b) Law of Supply - Individual and Market Supply
c) Elasticity of Supply Concept -Degrees -Measurement
Unit 6: Market Equilibrium - Concept and Diagrams
a) Diagrams to Analyse Changes in Equilibrium due to Change in Demand
b) Diagrams to Analyse Changes in Equilibrium due to Change in Supply
c) Diagrams To Analyse Changes in Equilibrium due to Change in Demand and Supply

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. Written Assignment on Law of Demand and Exceptions, Individual and Market Demand
2. PPT Presentations on Law of Supply - Individual and Market Supply
3. A Seminar on the Elasticity of Supply Concept -Degrees -Measurement
4. Draw diagrams to analyse Changes in Equilibrium due to Change in Demand
5. Draw diagrams of changes in Equilibrium due to Change in Demand and Supply


References:
1. Ahuja. H. L. (2019): Advanced Economic Theory -Microeconomic Analysis, (LPSPE), 21st
Edition. S. Chand Publishing.
2. Mankiw, N. G. (2015): Principles of Microeconomics, 7th Ed. Cengage Learning India Ltd.
3. Koutsouyiannis, A. (1979) Modern Microeconomics, 2nd edition. Macmillan.
4. Samuelson, P. A. and Nordhaus, W. D. (2019): Economics, 20th edition (Indian Adaptation -S.
Chaudhuri and A. Sen). McGraw Hill Education.
5. Frank, R. H. and Bernanke, B. (2007): Principles of Economics, 3rd Ed., McGraw Hill Education
6. Lipsey, R. and Chrystal, A (2015): Economics, 13th Edition. Oxford University Press, India.

Page 79

76 SEMESTER I
PART III - CORE B.A SCHOOL SUBJECT
CORE COURSE: MATHEMATICS AND STATISTICS
COURSE NAME: BASIC CONCEPTS OF NUMBER SYSTEMS

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To develop an understanding of the Basic Properties of Numbers
2. To appreciate the usefulness of Real Numbers and their properties
3. To develop numerical skills in Set Theory and Operations on Sets
4. To create an awareness of Equivalence Relations
5. To develop numerical skills in Congruence Relations on Z

Learning Outcomes: At the end of the course, the student will be able to:
1. Explain the Basic properties of Numbers.
2. Analyse the properties of Real Numbers.
3. Differentiates between the Intervals and neighbourhoods;
4. Examine the accuracy of the given solution to the problems based on the Number System.
5. Reflect on the utility of the learned concepts.

MODULE I: NUMBER SYSTEMS (2 Credits)
Unit 1: Basic Properties of Numbers
a) N, Z, Q, Qc, R; BODMAS;
b) Indices, Square and square -roots, Cube and cube -roots,
c) Variation, Ratio and Proportions.
Unit 2: Real Numbers and their properties
a) Properties under addition, multiplication and order, Absolute value of a real number and
the properties.
b) Intervals and neighbourhoods; Archimedean Principle, Hausdorff principle.
c) Bounded set, supremum and infimum of a set. Denseness of rational numbers.
Unit 3: Practicals
a) Properties of the number systems; BODMAS related applications
b) Finding the squares, square -roots, cube and cube -roots -applications.
c) Applications of variations, ratio and proportions
d) Properties of R under addition, multiplication and order; absolute value of real numbers.
e) Intervals, neighbourhoods, Archimedean and Hausdorff principles
f) To find if a set is bounded, find the supremum and infimum of sets.

MODULE II: SETS AND RELATIONS (2 Credits)
Unit 4: Set Theory and Operations on Sets

Page 80

77 a) Definition and types of sets; Operation on sets with properties -union, intersection,
difference, symmetric difference, complement;
b) Subsets and Supersets, Product of sets, Venn Diagram.
c) Definition of binary operators, properties and applications.
Unit 5: Equivalence Relations and Congruence Relations on Z
a) Definition of relations, types of relations, equivalence relations, partitions, equivalence
classes; results on equivalence relations;
b) Definition of congruence relation; congruence relation is an equivalence relation; properties
of congruence relation;
c) Residue classes and Z n; properties on Z n under addition & multiplication modulon;
Euler phi function.
Unit 6: Practicals
a) Sets and operations
b) Venn diagrams
c) Binary operators
d) Equivalence relations
e) Congruence relations
f) Zn; Euler phi function

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr. No. Particular component Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. Written Assignment on Operation on sets with properties -union, intersection, difference,
symmetric difference, complement
2. PPT Presentations on binary operators, properties and applications
3. A Seminar on Residue classes and Zn; properties on Zn under addition & multiplication
modulon; Euler phi function.
4. Draw diagrams to analyse Subsets and Powersets, Product of sets, Venn Diagram.
5. Draw diagrams of sets with properties -union, intersection, difference,
symmetric difference, complement;

References:
1. Discrete Mathematics, Norman L. Biggs, Revised Edition, Clarendon Press, Oxford 1989.
2. Elementary Number Theory : David Burton ; Tata McGraw Hill (Walter RudinSeries), Indian
Edition.
3. Introduction to Math Olympiad Problems. Michael A. Radin. Chapman and Hall. 2021

Page 81

78 4. Introduction to the theory of numbers, I. Niven and S. Zuckerman, Third Edition, Wiley
Eastern, New Delhi, 1972.
5. Lecture Notes On Mathematical Olympiad Courses: For Junior Section (In 2 Volumes) The
Mathematical Olympiad Series. Jiagu Xu. World Scientific, 2009
6. Master Maths: Solving Word Problems. Brita Immergut. Cengage Learning PTR. 2009
7. Methods And Techniques For Proving Inequalities: In Mathematical Olympiad And
Competitions, Volume 11 of Mathematical Olympiad Series. Yong Su, & Bin Xiong. World
Scientific Publishing Company, 2015.
8. Problem solving Strategies. Arthur Engel. Springer. 1991
9. The History of Counting. Denise Schmandt -Besserat. HarperCollins 1999
10. The mathematics that Every Secondary School Teacher Needs to Know. Alan Sultan & Alice
F. Artzt. Routledge. 2011.

Page 82

79 SEMESTER I
PART III- CORE: B.A (JUNIOR COLLEGE SUBJECTS)
CORE COURSE: PSYCHOLOGY
COURSE NAME: BASICS OF PSYCHOLOGY

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To develop an understanding of the nature, scope and relevance of Psychology
2. To develop an understanding of the methods of Psychology.
3. To develop an understanding of the physiological basis of behaviour
4. To develop an understanding of assessment methods used in Psychology.
5. To develop an understanding of the structure of the brain


Learning Outcomes: At the end of the course, the student will be able to:
1. Describe the nature, scope and relevance of Psychology
2. Explain the methods of Psychology.
3. Critically analyse the physiological basis of behaviour
4. Compare the peripheral nervous system with the central nervous system
5. Explain the structure of the brain


MODULE 1: UNDERSTANDING PSYCHOLOGY (2 Credits)
Unit 1: Basic concepts of Psychology
a) Meaning, scope and branches of psychology
b) Schools of Psychology: Structuralism and Functionalism, Gestalt, Behaviourism,
c) Schools of Psychology: Psychoanalysis, Humanistic & Cognitive
Unit 2: Methods of Psychology
a) Observation (Meaning, Types, Merits and Demerits)
b) Case Study, Experimental Method (Meaning, Types, Merits and Demerits)
c) Survey method, Longitudinal method (Meaning, Types, Merits and Demerits)
Unit 3: Assessment methods
a) Psychometric Tests (IQ, Personality, EQ)
b) Career Guidance
c) Inventory, Projective techniques

MODULE II: PHYSIOLOGICAL BASIS OF BEHAVIOUR (2 Credits)

Page 83

80 Unit 4: The Nervous System
a) Structure, Function and Types of Neurons
b) Neurotransmitters (Types and functions)
c) The Nervous system: Peripheral and Central
Unit 5: The Structure of the Brain
a) The Central Nervous System: Structure of the brain; brain stem
b) The structure of the cortex
c) The association areas of the cortex (Broca’s area and Wernicke’s area)
Unit 6: The Peripheral Nervous System
a) The Peripheral Nervous System: Structure and extent
b) The Somatic Nervous System and the Autonomic Nervous System.
c) Structure and Behavioural Functions of the HindBrain, MidBrain and ForeBrain

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. Group discussion -Suggested Topics - Psychometric Tests (IQ, Personality, EQ)
2. PowerPoint presentation on Merits and Demerits of: Case Study, Experimental Method, Survey
method, Longitudinal method.
4. Written Assignment on the Central Nervous System: Structure of the brain
5. A Seminar on the Somatic Nervous System and the Autonomic Nervous System.
6. Draw diagrams of the Nervous system: Peripheral and Central


References:
1. Feldman, R.S. (2019). Understanding Psychology. 14th Edition
2. Jain, S. (2014). Introduction to Psychology. Kalyani Publishers.
3. Encyclopedia of human intelligence. (2 vol.). (1994). New York: Macmillan.
4. Encyclopedia of learning and memory. (1992). New York: Macmillan.
5. Encyclopedia of psycholo gy. (4 vol.). (1994). 2nd ed. New York: Wiley.
6. Principles of Neuropsychology, Second Edition Eric A. Zillmer, Mary V. Spiers, William C.
Culbertson, (2008). Thomson Higher Education, CA: USA.

Page 84

81 SEMESTER I
PART III- CORE: B.A (JUNIOR COLLEGE SUBJECTS)
CORE COURSE: SOCIOLOGY
COURSE NAME: BASICS OF SOCIOLOGY

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To introduce the nature, scope and significance of sociology and approaches in sociology.
2. To familiarize students to Sociological theories and Perspectives
3. To introduce students to the methods of Sociology
4. To develop an understanding of the relationship between Sociology and other social sciences
5. To develop an understanding of sociological approaches


Learning Outcomes: At the end of the course, the student will be able to:
1. Analyse the nature and scope of sociology as social science.
2. Examine the Relationship between Sociology and other social sciences
3. Differentiate between sociology and common sense
4. Explain the functions of sociological theories
5. Demonstrate knowledge through debates and discussion with application of Sociological
Perspective and Sociological approaches.
6. Explore different career options in Sociology and choose appropriate career


MODULE 1: SOCIOLOGY: NATURE AND SCOPE (2 Credits)
Unit 1: Definition, Scope and Uses of Sociology
a) Definition & Meaning of Sociology
b) Significance of Sociology: Uses of sociology
c) Careers in Sociology
Unit 2: The Sociological Perspective
a) Sociology and Common Sense
b) The Sociological Perspective: Seeing a General in Particular, Seeing Strange in the Familiar
c) C. Wright Mills: The Sociological Imagination
Unit 3: Relationship between Sociology and other social sciences
a) Sociology and History
b) Sociology and Economics
c) Sociology and Psychology

Page 85

82 MODULE 1I: SOCIOLOGICAL PERSPECTIVES (2 Credits)
Unit 4: Introduction to Sociological Theory
a) What is Sociological Theory?
b) Types of Sociological Theory - Micro Theories vs Macro Theories
c) Functions of Sociological Theories
Unit 5: Sociological Approaches
a) The Structural Functional Approach
b) The Social - Conflict Approach
c) The Symbolic Interaction Approach
Unit 6: Introduction to Methods in Sociology
a) The Scientific Approach
b) Basic Principles - Variables, Correlation, Validity, Reliability
c) Emerging Methods in Sociology - Visual Sociology

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. PPT Individual presentations on the relationship of Sociology with different social sciences.
2. Group discussion on the difference between Common Sense Knowledge and Sociological
Knowledge with the help of Sociological Perspectives.
3. PPT Individual presentation on the Sociological Perspective helps to understand society?
4. Maintain a logbook on the Sociological Approach.
5. Group presentations on Sociological Theories

References:
1. Abraham, F. 2006. Contemporary Sociology: An Introduction to Concepts and Theories
2. Dasgupta and Saha (2012) An introduction to Sociology, Pearson.
3. Giddens, Anthony (2017) Sociology (8th Ed.), Atlantic Publishers.(Chapters: 1,5,14,16,21)
4. Haralambos M and Heald (2009) Sociology Themes, Perspectives. Delhi Oxford Univ Press
5. John J.Macionis, Sociology 16th Ed. (2018), Pearson (Chapter 1)
6. Julia Jary and David Jary (2005) Dictionary of Sociology ,Collins
7. Macionis, John (2005) Sociology (10th Ed.) Prentice Hall
8. Marshall Gordon. Dictionary of Sociology New Delhi Oxford University Press

Page 86

83 9. Schaefer Richard Sociology A Brief Introduction (2006) 6th Ed. Tata McGraw Hill, Delhi
10. Shankar Rao, Sociology: Principles of Sociology (2019), S.Chand Pub.(Chapter 1)
11. Stolley S, Kathy (2005) The Basics of Sociology, Greenwood Press

Page 87

84 SEMESTER I
PART III-- CORE: B.A (JUNIOR COLLEGE SUBJECTS)
CORE COURSE: PHILOSOPHY
COURSE NAME: BASICS OF PHILOSOPHY

Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To develop an understanding of the basic concepts and the beginnings of Philosophy
2. To develop an understanding of the concept, major classifications and traditions in
Philosophy.
3. To develop an understanding of the beginnings of Indian Philosophy, with reference to
Vedic and Upanishadic Cosmologies
4. To develop an understanding of the methods of philosophizing and primary issues,
concerns, and debates within philosophy.
5. To develop an understanding of the features and classifications of Western Philosophy
6. To develop an understanding of the various Philosophical Methods

Learning Outcomes: At the end of the course, the student will be able to:
1. Identify the main fields of philosophy.
2. Critically analyse the Indian and Western ways of thinking.
3. Explain the context from which a particular philosophical viewpoint arose.
4. Evaluate the implications of philosophical positions in daily life.
5. Explain Vedic Cosmology and Upanishadic Cosmology


MODULE 1: Philosophy: Basic concepts; its beginnings (2 Credits)
Unit 1: Nature, Scope and Significance of Philosophy
a) What is philosophy? Nature & Scope of Philosophy
b) Basic overview of the major areas of philosophy
c) Value of Philosophy - Russell
Unit 2: Beginnings of Philosophy in India: Vedic & Upanishadic Cosmologies
a) Beginnings of Indian Philosophy: From Vedas to Upanishads (Samhita, Brahmana,
Aranyaka & Upanishads)
b) Vedic Cosmology: Rta and Rna in the moral & cosmic order; cosmology in Purusha

Page 88

85 sukta (Rig Veda, book 10, hymn 90) and Naasadiya sukta(Rig Veda, book 10, hymn 129).
c) Upanishadic Cosmology (Brahman, Cosmic Egg & Cosmogenesis as sacrifice)
Śvetāśvatara Upanishad (1. 1), Brihadaranyaka Upanishad, 1.2.1 -7) Kaṭha Upanishad 3.
10-13, and 6. 7-8; Chāndogya Upanishad 6.4
Unit 3: Greek Beginnings of Philosophy: Pre -Socratic Natural Philosophy and
Cosmologies
a) Beginnings of Philosophy among the Greeks: from myths to Philosophy
b) Pre-Socratic Cosmology: Natural Philosophy - Thales of Miletus
c) Pre-Socratic Cosmology: Natural Philosophy - Anaximander & Anaximenes

MODULE 1I: APPROACHES IN INDIAN & WESTERN PHILOSOPHY (2 Credits)
Unit 4: Indian Philosophy: Features & classifications
a) Features of Indian Philosophy
b) Classifications of Indian Philosophy (Orthodox & Heterodox)
c) Classifications of Indian Philosophy (Analytic & Synthetic)
Unit 5: Western Philosophy: Features & classifications
a) Features of Western Philosophy
b) Introduction to schools of Western Philosophy (Idealism of the Platonic tradition &
Realism
of Aristotelian tradition)
c) Introduction to schools of Western Philosophy (Rationalism & Empiricism)
Unit 6: Philosophical Methods
a) Method of Philosophy: The Vedic/Upanishadic Method (Neti…Neti..) (way of
negation) (Brihadaranyaka Upanishad 2.3.6)
b) Method of Philosophy: The Socratic Method (Elenchus)
c) Inductive (empiricist method) & Deductive (Aristotelian) Methods (Russell, Problems
of Philosophy, chs. 6 & 7), Inducto -deductive (integrated reasoning) ( Nyaya )
(Chandhradhar Sharma, A critical survey of Indian philosophy ch.12)

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr. No. Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1. Critically evaluate Russell’s arguments in support of the value of philosophy.
2. Written Assignments on comparing Vedic cosmology with the modern scientific view on
origin and evolution of the universe.

Page 89

86 3. Using steps of Socratic method develop an argumentation on any issue of your choice
4. PowerPoint presentations on Philosophical Methods
5. Written Assignments on features and classifications of Indian Philosophy
6. Written Assignments on features and classifications of Western Philosophy


References:
1. Bishop, Donald (ed.) Indian Thought: An Introduction (New Delhi: Wiley Eastern
2. Chandradhar Sharma. A critical survey of Indian philosophy. Motilal Banarsidass Publ,
2000. Ch. 12- integrated reasoning (induction -deduction method)
3. Dutta and Chatterjee, Introduction to Indian Philosophy. Calcutta: Motialal , 1961
4. G S Kirk and J E Raven, The Presocratic Philosophers, chapter 1 (Myth and philosophy)
5. H. Hiriyanna, Essentials of Indian Philosophy. Delhi: Motialal
6. James Warren, Presocratics, chapter 2 (Natural philosophers) chapter 5 and 6 (Heraclites
and Parmenides)
7. Karsten Friis Johansen, A History of Ancient Philosophy: From the Beginnings to
Augustine, pp. 11-19 (Myth and philosophy); pp. 21-29 (Natural philosophers)
8. Paul Deussen, Sixty Upanishads of the Veda, Volume 1, Motilal Banarsidass, Delhi, 1975)
9. Radhakrishnan, Indian Philosophy ( Vol. I and II). Delhi Oxford. 1999
10. Raju, P. T. The Philosophical Traditions of India. Pittsburgh: Univ. of Pittsburgh Press,
1972.
11. Roy W. Perrett, Introduction to Indian Philosophy, Cambridge University, 2016, chapter
6.
12. Russell Bertrand. The Problems of Philosophy. 1914. Chs. VI, VII;
https://archive.org/details/in.ernet.dli.2015.202549/page/n11/mode/2up
13. T C Roy, A Companion Guide to Western Philosophy: From the Greeks to the Scholastics,
Anushka Publications, Mumbai, 2019.
14. T.C. Roy, A Companion Guide to Indian Philosophy, R.K Publications, Mumbai, 2018.
15. T.M.P. Mahadevan, Invitation to Indian Philosophy. Madras: Arnold Heinmann, 1974.
Websites:
16. https://web.ics.purdue.edu/~drkelly/RussellValuePhilosophy1912.pdf
17. https://oll.libertyfund.org/page/upanishads -and-philosophy
18. http://www.hindupedia.com/en/Overview_of_Cosmology_in_the_Scriptures#Upanishadi
c_Cosmology

Page 90

87 SEMESTER I
PART III- - CORE: B.A (JUNIOR COL LEGE SUBJECTS)
CORE COURSE: POLITICAL SCIENCE
COURSE NAME: INTRODUCTION TO POLITICAL SCIENCE


Total Credits: 6
Total Marks: 100


Learning Objectives:
1. To develop an understanding of the approaches and scope of Political Science as a
discipline.
2. To develop an understanding of the relationship between Political Science and other Social
Sciences
3. To develop an understanding of the basic concepts of equality, liberty, and justice
4. To develop an understanding of the main pillars of select mainstream political ideologies
5. To critically analyse and to form an opinion on key issues.

Learning Outcomes: At the end of the course, the student will be able to:
1. Explain the relationship between Political Science and other Social Sciences
2. Identify the scope and various approaches to Political Science.
3. Critically analyse the ideas of political theorists on ideals that constitute the basis of a
political society.
4. Describe the basics of important political ideologies.
5. Write an essay with clarity on contemporary developments
6. Write an essay on the Ideologies of Liberalism, Socialism and Communism


MODULE I - BASICS OF POLITICAL SCIENCE (2 Credits)
Unit 1: Introduction
(a) Meaning and definition of Political Science
(b) Scope of Political Science
(c) Nature - Is it science or art?
Unit 2: Relationship between Political Science and other Social Sciences
(a) Sociology & Psychology
(b) Economics & Philosophy
(c) History & Geography

Page 91

88 Unit 3: Growth & Relevance of Political Science
(a) Evolution of Political Science as a discipline
(b) Approaches to the study of Political Science
(c) Relevance of the study of Political Science

MODULE II - INTRODUCTION TO POLITICAL IDEOLOGIES (2
Credits)
Unit 4: Concepts - Meaning, Definition & Types
(a) Equality
(b) Liberty
(c) Justice
Unit 5: Concepts - Meaning, Definition, Types, Inter Linkages
(a) Power
(b) Authority
(c) Legitimacy
Unit 6: Ideologies - Basic Principles & Critical Evaluation
(a) Liberalism
(b) Socialism
(c) Communism

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments (Any two)
1) Maintain a political diary during the semester (collect articles and news items on course
contents and write your detailed comments).
2) Case study on Ideology of Democratic Republic of Korea, Disintegration of
USSR, Myanmar Military regime, Thailand Monarchy, Hong Kong
Democratic movement
3) Group discussion on Liberty and State authority, free speech, data privacy
law.
4) Street Play on the course content
5) Poster Making on the course content
6) Perform poetry and songs on the meaning and significance of famous political poetry

Page 92

89 and songs (themes of liberty, equality, justice) identify the songs & poems and write
a synopsis
7) PowerPoint presentation on Socio -Politically Relevant Issues
8) On the themes of liberty, equality, justice identify songs & poems and write a synopsis


References:
1. Asirvatham, E. (1971), Political Theory, Lucknow, Upper India Publishing House
2. Barker, E. (1956), Principles of Social & Political Theory, Oxford, London.
3. Bhargava, R. (2008) ‘What is Political Theory’, in Bhargava, R and Acharya,
A.(eds) Political Theory: An Introduction, New Delhi: Pearson Longman
4. Gokhale, B.K. (1994), Political Science (Theory and Government Machinery),
Mumbai: Himalaya Publishing House
5. Mukherjee, S. & Ramaswamy, S. (2015), A History of Political thought: Plato to
Marx, Delhi: PHI Learning Pvt. Ltd.
6. Ramaswamy, S. (2003), Political Theory – Ideas and Concepts, 2nd ed., New Delhi:
PHI Learning Pvt. Ltd.
7. Rathore L.S. & Haqqi S.A.H. (2002), Political Theory & Organisation, Lucknow:
Eastern Book Company.
8. Sabine, G. H. (1973), A History of Political Theory. New Delhi: Oxford and
IBH Publishing
9. Heywood, A. (2004). Political theory: An introduction . New York: Palgrave Macmillan.
10. Heywood, A. (1992). Political Ideologies: An Introduction, 6th ed., London: Palgrave
MacMillan

Page 93

90 SEMESTER I
PART IV
CORE COURSE: HEALTH AND YOGA
COURSE NAME: HEALTH AND YOGA - 1


Total Credits: 3
Total Marks: 50


Learning Objectives:
1. To develop an understanding of the basic concepts of Health Education and yoga
2. To develop an understanding of the health and hygiene and the role of yogabhyas in
achieving it.
3. To develop an understanding of the holistic practices in health and fitness making them
aware of conditions and causes of ill health, diseases and principles of soundness in health.
4. To elucidate the role of teacher educators in promoting physical education and yoga
among school children
5. To develop an understanding of various methods used for teaching yogabhyas to students
with special needs.

Learning Outcomes: At the end of the course, the student will be able to:
1. Understand the concept and significance of health, health education, and Yoga for health.
2. Reflect upon the principles and requirements of health and the importance of pursuing them
in daily life.
3. Demonstrate basic skills associated with yoga activities including strength and flexibility.
4. Students will practice Hatha Yoga focusing on yoga for strength, flexibility, and relaxation
and engage in practicing techniques for increasing concentration and decreasing anxiety
which eventually will lead to stronger academic performance.
5. Explain various methods used for teaching yogabhyas to students with special needs.


MODULE 1: UNDERSTANDING HEALTH AND HYGIENE (1 Credit)
Unit 1: Foundations in Health and Hygiene
(a) Concept, Aims and Objectives of health education
(b) Factors influencing health
(c) Human Anatomy - Cell, Tissues, Systems, Senses

Page 94

91 Unit 2: Diseases and First Aid
(a) Potential causes of ill health Reproductive and sexual health, Hygiene; Harmful effects
of self-medication and patient's rights.
(b) Diseases (Communicable and non-communicable): RTI, STI, HIV AIDS, Pandemics
and significance of hygiene
(c) First Aid: Meaning and scope; Qualities and duties of a First Aider

MODULE II: YOGA AS THERAPY (1 Credit)
Unit 3: Yoga as therapy and its place in Pedagogy
a) Introduction to Patanjali’s Yogasutra; Meaning and significance of yoga; yoga for
integrated personality
b) Ashtanga Yoga; Four Pillars of Yoga (the four principles of healthy living) (aahar,
vihar, aachar, vichar)
c) Yoga for Mental health and Stress Management:(Stress – definition, causes, symptoms;
yogabhyas for stress related disorders – Anxiety, Depression and suicidal tendencies)
Unit 4: Role of Yogabhyas and its significance in Pedagogy
(a) Role of yogabhyas in prevention of common diseases: Surynamaskar, Vrukshasana,
Nadishodhan, Bhramri, Yoganidra - their health benefits
b) Need of yogabhyas for school children & Methods to teach yogabhyas
c) Health education and yoga for children with special needs

MODULE III: INTERNAL ASSESSMENT (1 Credit)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 20
3 One Essay held in the given semester 10
Total 50
Tasks/Assignments (Any two)
1. Write an essay on the meaning and concept of health education.
2. List down factors influencing health and find out measures to safeguard good health.
3. Write an essay on the importance of yoga for school children.
4. Take a student with special needs, give her/him yoga training and find out the effect of
daily yoga practice on them and prepare a report on it.
5. Make a field Visit to 2 Yogabhyas Kendras and write a report on it.
6. Prepare a project on the advantages of yoga for women.
7. Write an essay elucidating the concept of swatcchata and discuss the application of it in
reproductive and sexual health,
8. Elucidate the concept of swachhata and discuss the application of it in hygienic practices

Page 95

92 in the scenario of epidemics.


References:
1. John E. Nixon, Ann E. Jewett.1980. “An Introduction to Physical Education, Thomson
Learning 9th edition, London.
2. M.M. Gore. 2007. “Anatomy and Physiology of Yogic Practices” Motilal Banarsi Dass,
Delhi.
3. Aruna Goel, (2007). Yoga education: Philosophy and practice, New Delhi: Deep & Deep
Pubns.
4. Ashwani Kumar (2015). Yoga: A way of life. New Delhi: Khel Sahitya Kendra.
5. Getchell Bud (1992), Physical fitness a way of life, New York: Macmillan publishing
company.
6. Goel S. L. (2008), School health education, New Delhi: Deep & Deep Publications. 7
7. Govindan. M , (2009) B.Ed study material, DDE, Annamalai University
8. NCTE (2015). Yoga education: Diploma in elementary education, New Delhi: NCTE.
9. NCERT. 2015. Yoga: A Healthy Way of Living, Secondary Stage, New Delhi
10. NCERT (2015). Yoga: A Healthy Way of Living, Upper Primary Stage, New Delhi.
11. NCTE. 2015. Yoga Education -Bachelor of Education Programme, New Delhi.
12. Prakash Bhatlavandle and Raman Gangakhedkar. (2001), On the horizon of adulthood,
New York: UNICEF.
13. Saket Raman Tiwari et. al. (2007). Health education, New Delhi: APH Publishing House.
14. Kuvalayananda, Swami, Pranayama , (1983), Popular Prakashan Bombay.
15. Kuvalayananda, Swami, Asanas , (1983) Popular Prakashan Bombay English/Hindi.
16. Niranjananada, Swami. (1998). Yoga Darshan , Deoghar, Panchadashanam Paramahamsa
Alakh Bara.
17. Rai, Lajpat Sawhney, R.C. and Sevvamurthy, W. Selvamurthy (1998). Meditation
Techniques, their Scientific Evaluation. Gurgaon, Anubhav Rai Publication.
18. Ram, Swami. (1999). Practical Guide to Holistic Health, Pennsylvania, Himalayan Inst. of
Yoga.
19. Yadav, A.K. (2007), HIV/AIDS Problems, causes and control. Cyber tech. publications,
New Delhi -110002 18.
20. Reyna, Ruth. (1971). Introduction to India Philosophy New Delhi, Tata McGrawHill Publg
Co.
21. Sivananda Sri Swami (1983), Practical Lessons in Yoga, Shivananda Nagar : The Divine

Page 96

93 Life Society
22. George Feuerstein : The Yoga Tradition (Its history, literature, Philosophy and practice)
23. Sri Ananda : the complete Book of Yoga Harmony of Body and Mind (Orient PaperBacks
: Vision Book Pvt. Ltd., 1982)
24. Swamy Satyananda Saraswathi : Asana, Pranayama, Mudra, Bandha (India : Yoga
Publications Trust, Munger, Bihar)
25. Swami Sivandana Practice of Yoga (The Divine Life Society, Shivananda Nagar, U.P.,
India)
26. B.K.S. Iyenkar : Light on the Yoga Sutras of Patanjali (Harper Collins, Publ India Ltd.,
Delhi)
27. I.K. Taimini, The Science of Yoga, The Philosophical Publishing House, Chennai.
28. Anantharaman, T.R. (1996). Ancient Yoga and Modern Science. New Delhi: Munshiram
Manoharlal Publishers Pvt Ltd.
29. Bhogal, R.S. (2010). Yoga & Mental Health & Beyond. Lonavla: Kaivalyadhama SMYM
Samiti,
30. Bhogal, R.S. (2011). Yoga & Modern Psychology. Lonavla: Kaivalyadhama SMYM
Samiti.
31. Bucher, Charles A. (1975). Foundation of Physical Education. St. Louis: The C.V. Mosby
Co.
32. Devi, I. (1987). Yoga, The Technique of Health and Happiness. Bombay: Jaico Publg
House.
33. Goel, A. (2007). Yoga Education, Philosophy and Practice. New Delhi: Deep and Deep Publs.
34. Kuvalayānanda, Swamī & Vinekar, S.L. (1963). Yogic Therapy. Lonavala: Kaivalyadhama
SMYM Samiti.
35. Kuvalayananda, S. & Vinekar, S.L. (1963). Yogic Therapy: Its Basic Principles and
Methods. New Delhi: Ministry of Health and Family Welfare.
36. Gharote M.L. 2004. Applied Yoga, Kaivalyadhama S.M.Y.M. Samiti, Lonvala.
37. MDNIY. 2010. “Yoga Teachers Manual for School Teachers, New Delhi
38. Morarji Desai National Institute of Yoga, ―Pranayama‖, New Delhi
39. Morarji Desai National Institute of Yoga, ―Yogasana, New Delhi
Websites:
40. https://brainly.in/question/1114041#readmore
41. https:/ /www.importanti ndia.com/23120/physical -education -25-benefi ts-of-physical -
education

Page 97

94



























SEMESTER II

Page 98

95 SEMESTER II
PART I
CORE COURSE: HINDI (COMPULSORY LANGUAGE)
COURSE NAME: ि ह न्द भ ष

Total Credits:06
Total Marks:100

अध्ययन उद्दे श्य:

1) छााता ाोाोाोां काो किवातााएां और कहाावानयाोां काे स िरूप काा ज्ञाान प रदाान
करनाा I
2) छााता ाोाोाोां का भाषााई का शल काा िवाकाास करनाा।
3) लाेखकाो और किवायाोां काे श `वालयाोां काे प्रकाार का जाानकाारा ।दाेनाा।
4)
काोााि याोाा
त मक स द य ग तता ाोाोाोां काोाा ाोाोध और रसाास िाादन
कराानाा।
5) पााठ िाो किवातााओाोां काोा ि याोााख याा और समाोा क्षा। काोा
पिाोवात समझाानााI
6) सांिाोाोााद लाेखन, माुहािाोराे और उनकाा प्रयाोग कररानाा और वालांग
िाोचन काालके
7) वानयमाोां काो समझनाा।
8) अशाोाुिाो िाोाो ााका याोाोाोां काोाे
शाोाुिाोाोा करण काोाे काोाारण िाोह
वानरााकरण काोाे तरा काोाोाोां काोा जाानकाोाारा दाेनाा।
अध्ययन ि नष्पहि :
1) इस इकाई के अध्ययन के पश्चात छात योग्य होगे।
2) कहाावानयाो, किवाताा काोाे अाोां गतग मा वालक तता ाोाोाोां पर,
भाषाोाा शला ो ा ाो` , पर िवाचाोाार कराोाे ाोां ग।ाोा े
3) िवािाोरणाात्मक, ि यााख याात्मक,िवाचााराात्मक,म ल यााांकन परत श `ला साे पररवाचत
हाोगाे।
4) किवाताा
माोाेाोां
वानवाहत स द य ग वा ाोांदाोाु काोाा िवाशा लाोाेषण कराोाे ाोां
गाोाे।
5) काव्यांशों क व्याख्या तथा सराहना करें गे।

Page 99

96
6) किवातााओाोां काोाा भाािाोाोााथ ग तथा पााठ काोाे
गदा याोाााोांशाोाोाोां काोाा भाािाो स पष्ट कर सकाोाे ाोां गाोाे ।
7) सांिाोाोााद लाेखन, माुहािाोराे और उनकाा प्रयाोग कर सकाेां गाेI
8) अशाोाुिाो िाोाो ााका याोाोाोां काोाा शाोाुवािोकरण
कर सकाोाे ाोां गाोाेI
9) कठाोर पररवाथथवातयाोाोाोां काोाा माावाम गक वाचताोा ण,
साोांिाोाोाेदनाापाो ण ग वाचताोा ण,
ि यवा द धक ताोाावादताा िाो उपयाोाोवागताािाोाो ााद
ताोाा काोाा िोण गन, मनाोदशाोाा काोाा
वाचताोा ण, प ढा ाोा साोांिाोष ग काोाा जा िाोाोांत वाचताोा ण
कर सकाेां गाे।

Page 100

97 म ड ्य ˛ल I: हि न्द कह ि नय -- क ˛ ष्ण स
बत मन्न ˛ भ ˙ड र , म ˛द ¸ ल गग ¸; ि ह ˙द
कि ह त एक े द रन ह ि स ˙ह ध ˙ि मल,
म ˙ गल ेश डबर ल; हि न्द व्य करण (2
Credits)

घटक 1: हि न्द कह ि नय
a) काृ ष्णाा साो ता वासक काा दल गयाा (इांटरनाेट पर गद यकाोश)
b) मन न भांडाार अकाे ला (मन न भांडाारा श राेष्ठ कहाावानयााां)
c) माोाृदाोाु लाोाा गग ग हराोा वा ाोांदाोा (हराोा वा
ाोांदाोा साोांग रह)

घटक 2: ि ह ˙द कि ह त ए

a) काे दाारनााथ वासांह पान में विर लोग (‘प रवातवानवाध
किवातााएां ’)
b) धो वामल को कविता मोच राम (‘साोांसद
साोाे सडाो . क’ तक)
c) मंगलेश ड राल वापताा का
तस िा र (‘हम जो देखते हैं’)

घटक 3: व्य करण /रचन त्मक लेखन
a) संिोोाद लेखन
b) मुहािोरे और उनका प्रयोग
c) अशाोाुिाो िाोाोााका याोाोाोां काोाा शाोाुवािोकरण

म ड ्य ˛ल II : ि ह ˙द कह ि नय ˙-
ओमप ्रक श ह ल्म ि क, अमरक ˙त, उष
ि प ्रय ˙ह द ; ि ह ˙द कि ह त ए - र ज ेश ज
श , अर ¸ण कमल, क ˙ ¸ ह र न र यण; ि ह ˙द
व्य करण
(2 Credits)

Page 101

98 घटक 4: ि ह ˙द कह ि नय
a) ओमप रकााश िाोाोााल मा वाक छतरा
b) अमरकांत दोपहर का भोजन
c) उषाा वाप्रयांिाोदाा िाोाोाापसा
घटक 5: ि ह ˙द कि ह त ए
a) राजेश जोश च्चे काम पर जा रहे हैं

Page 102

99 b) अरुण कमल अपन के िोल धार (इस नाम के संग्रह से)
c) काुां िोर नााराायण अ का अगर ला टाा ताो (‘प रवातवानवाध किवातााएां ’)

Page 103

100 घटक 6 : व्य करण
a) वालांग
b) िोचन
c) काल
म ड ्य ˛ल III : अ ˙तग ¸त म ˛ल ् ˙कन (2 Credits)

िोम
संख्या िवािाोरण अंक
1 काोााय ग/दता त काोााय ग साोाेमाोाेस टर
काोाे प रिोाोाेक मा डा याो ल साोा े 2*10 20
2 साेमाेस टर मा ां एक वानयत कााला न कक षाा परा क षाा 15
3 साेमाेस टर माेां िवाषय सां ाोां ध एक वान ाोां
ध 5
कु ल योग 40

हद क य ¸
1) एक कक षाा माेां वाडक टाेशन दाेकर अशाुद धवाकाे काारण और उसकाे उपााय वालखा ए।
2) ाोाालक काोाे वाशक षाा काोाे अवाधकाोाार और
काोाोिवाड 19 माोाेाोां वाशक्षक काोा अध याापन पररवाथथवात
पर समााचारपता माेां।
3) अपने विचार समाचार पत में प्रस्तुत क वाजए I
4) 14 प रकाोाार काोाे िवाराोाामवाचन हाोाोाोां काोाा
उपयाोाोग करकाोाे एक
साोाााोांस्काोाृ वातक काोााय गिाोम काोा
ररपोट ग ताो`याार का वाजएI
5) वाकसा एक उपन्यास काा सारााांश तथा उसका समा क्षाा का वाजए।

स ˙ दभ ¸ स िहत्य ग ्र ˙ह :-
 काृ ष्णाा साो ता का कहााना - वासक काा दल गयाा
 https:/ /www.hindisamay.com/content/171/1
 मन्न भंडार क कहान - अक े ल
 https:/ /www.femina.in/hindi/sahitya/kahani/akeli -by-mannu -bhandari -4779 -

Page 104

101 1.html
 माोाृदाोाुलाोाा गग ग काोा कहानाोा - हराोा वा ाोांदाोा
 https://poshampa.org/hari -bindi/

Page 105

102  काे दाारनााथ वासांह का किवाताा- पाना माेां िवाराे लाोग

Page 106

103  धाो वामल काोा किवाताा काोा कवािाोताा- माोच रााम
 मांगलाेश ड रााल का किवाताा- वापताा का तस िा र
 http://www.hindisamay.com/content/8047/1
 अमरकांत क कहान - दोपहर का भोजन
 https:/ /www.hindisamay.com/kahani/dopahar -ka-bhojan.htm
 उषाा वाप्रयांिाोदाा का कहाना ि-ापस
 https://bharatdarshan.co.nz/lit -collection/literature/345/vapsi -story -usha-
priyamvada.html
 राजेश जोश क कविता - च्चे काम पर जा रहे हैं
 http://kavitakosh.org/kk
 सांसद साे सड़क तक रााजकमल प्रकााशन वादल्ल
 हम जाो दाेखताे हा ां रााधााकाृ ष णना प्रकााशन, वादल्ल
 10 प रवातवानवाध कहाावानयााा - मन न भण डाारा , वाकताा िाोर प रकााशन, वादल ला
 प रवातवानवाध किवातााएा ,काे दाारनााथ वासांह, रााजकमल प रकाशन, वादल्ल
 हम जाो दाेखताे हा ां, रााधााकाृ ष णना प रकाशन, वादल्ल
 प्रवातवानवाध किवातााएां रााजकमल प्रकााशन, वादल ला
 काुां िाोर नाारायण क किवाताा- अ क अगर ला टाा तो
 प्रवातवानवाध किवातााएा , काुां िाोर नााराायण रााजकमल प रकााशन, वादल ला
 वाहाोांदाोा रा प रचनाा भाग एक दाोाो प्र स
आचाय ग जयनद्र वाताोा िाोाोाेदाोा लाोाोकभारता
प रकाोााशन, इलााहा ाोााद।

Page 107

104 SEMESTER II
PART I: MARATHI COMPULSORY LANGUAGE
COURSE NAME: हक स हि त्य च अभ्य स ह
व्य ह ह ररक मर ठ

श्र ेय ˙क: ०६
एक˛ ण ग ¸ण: १००

अध्ययन उि द्दष्ट े:
1) द`नांवादन ज िाोनाात उपयाुक्त लाेखन का शल याे िवाकवासत करणाे.
2) व्यािोहाररक भाषेच ओळख देणे.
3) कथा या सावािह प्रकारांचा पररचय देणे.

अध्ययन ि नष ्पह :
हाोाा अभ याािसम पाो ण ग काोाे ला याोाािाोर िवाद यााथ
1) द`नांवादन जा िाोनाात मरााठा लाेखन का शल यााचाे उपयाोजन करताो.
2) व्याािाोहााररक मराठा भााषाेचाा िाोाोाापर करताो.
3) कथा या सावािह प्रकाराचे स्वरूप िो संकल्पना स्पष्ट करतो .

म ड ्य ˛ल I : मर ठ स ि ह त्य
प्रक र ˙च ओळख (२ श्र ेय ˙क) घटक १ :
कह : स्वर प ह स ˙कल्पन
अ)कथा: सावािहााचाोाा
साो`िाोाोाााोांवातक िवाचाोाार
ब)कथा सावािहाच परं परा
क) कथा सावािहाचे प्रकार – थोडक्यात पररचय

घटक २ :कह स ि ह त ्य: ि ह ि ह ध प्रक र
अ) स्त रा िाोाोाादाोा कथा- स्वरूप, लाोाेखन
िाोाो`वाशष्टा टा याोाे, काोााह प रवासधा द /
गाोााजलाोाेलाोा उदाोााहरणाोाे ब) िवानाोदा कथा

Page 108

105 - स िरूप, लाेखन श `ल , कााह वप्रसध्द / गाजलेल उदाहरणेक ) विज्ञान
कथा - स्वरूप , काह वप्रसध्द /
गाजलेल उदाहरणे

Page 109

106 घटक ३ : ि हनडक कह स ˙ि ह च अभ ्य स: प ¸स्तक पररचय
अ) आत ग- माोवानकाोाा गजाोाेदा रगडकर

Page 110

107 ब) मााझ्या ाोाापाच पाेांड - द. माा. वामराासदाार
क) िाोाोाामनााचाे चा थाे पाऊल- साु ाोाोध जाािाोडाेकर
म ड ्य ˛ल II- व्य ह ह ररक मर ठ
भ ष ल ेखन च ओळख ( २ श्र ेय ˙क) घटक
४ : अज ¸ ल ेखन
अ)अज ग लाोाेखनााचाोाे स िरूप
ब) अज ग लाोाेखनााचाोाे प रकाोाार -(काोाायाोाा गलया न,
माागणाोा , नाोकरा साठाोा अज ग) क) अज ग लाोाेखन
सराािाो

घटक ५ : ि नब ˙ध ल ेखन
अ) वान ाोां ध लेखन क शल्याच ओळख
ब) वान ाोांधाोााचाोाे प रकाोाार (िोण गनाोाात मक,
िाोाो`चाोााररक, आता मिाोाोाृता तपर) क)वान ाोां ध
लेखन - उपयोजन

घटक ६ : ह ˛ह / ब तम ल ेखन
अ) ाोाातमाोा लाोाेखन करताानाा लक्षाात ठाोाे
िाोाोाािाो यााच याोाा गाोाोषा टाोा . ब)
िाोाोाृत्त िोोाा ाोाातमाोा
याोाााोांचाोाे प रकाोाार.
क ) ाोाातम लाेखन सरािाो.

म ड ्य ˛ल III : अन्तर ् गत म ˛ल्यम पन ( २ श्र ेय ˙क)


क्रम
स ˙ख्य ि ह ह रण अ ˙क
1 िप राेक माोड य िलर आधााररत वाकमाान दाोन स िााध यााय 2*10 20
2 अाोांतग गत चाचणाोा परा क षाा 15

Page 111

108 3 वान ाोां ध 5
कु ल योग 40

क र ् ग/स्व ध्य य (क णत ेि द न)
1. मरााठा कथाा साावािहााचा परां परा सााांग न एकाा लाेखकााचाा सिवास तर पररचय
वालहाा.

Page 112

109 2. ताुम हा िाोाोााचलाेल याा एकाा स्त्र िोाोाादा कथाेच्या लाेखन श `ला चा पररचय दाेऊन
स्त्र िाोाो ाादा कथा सावािहाच िाोाो`वाशष्टा टा याोाे वालहाा.
3. ताोाुमच्याोाा पररसरााता ल ताोाुमा हाोा पाावाहलाोाेल याोाा एकाोाा
िाोटनाोाेचाोाे िाोाोाृत्त लाोाेखन कराा.
4. िाोाो`चाोााररक वान ाोांध लाोाेखन करताानाा काोाोिणाोाा
गाोाोषा टाोा लक्षाात घा याोााल? आपलाोाा वान
ाोांध िाोाोााचना य व्हाािाोाो ाा यासाठा वान ाोां ध लाे खकाानाे काोणत्याा
गाोष टा चा िवाचार कराािाोाोाा ताे वालहाा.
5. अज ग लाोाेखनाोााच याा वािाोवािाोध प रकाोाारचाोाे दाोाोन
दाोाोन उदाोााहरणाोाे साोांकवालत कराा िो िाोाोााच याा
मदता नाोाे अज गलाेखनााचाे स िरूप स्पष ट कराा.


स ˙दभ ¸ ग ्र ˙ह :
१) कथा : संकल्पना वआण सम क्षा - सुधा जोश
२) मराठ कथाम ल्य वआण हास - ज . के. ऐनापुरे
३) मरााठा ता ल कथनरूपाे - िाोसांत आ ाोााजा डहााकाे
४) वास्त रयााांचाे कथाालाेखन िना दाृष टा , िना श `ला - डा . मांगलाा िाोरखाेडाे
५) मरााठ कथा िवासािाोाोाे शतक - सांपा. काे. ज. पाुराोवाहत
६) ि याोाािाोहााररक मरााठाोा अध याापनाचा याोाा वादशाोाा (साोांपाा.) डाोा
िाोसाोांत शाोाेकडाोाे , ऋताो प रकाोााशन, अहमदनगर .

Page 113

110 SEMESTER II
PART I: URDU (COMPULSORY LANGUAGE)
COURSE NAME: URDU NAZM O NASAR (FEW FORMS)

Total Credits:06
Total Marks:100

Learning Objectives:
1) To develop a critical understanding of Urdu Nasr keAsaleeb e Adab associated
with - Inshaiya ,Afsanaaur SafarNaama.
2) To develop comprehension of Urdu Nasr keAsaleeb e Adab associated
with -Tanz o Mizah,khaaka, Drama.
3) To develop a critical appreciation of Urdu Nasr keAsaleeb e Adab
associated with Urdu Ghazal.
4) To develop skills for the comparison between TarraqiPasandaur
JadeedNazmen.
5) To develop an appreciation about the Art of Rubai and the contribution of
poets towards RubaiNigari.
6) To apply the knowledge boutRubai (Matn) with reference to Texts.

Learning Outcomes:
By the end of the course, Student will be able to:
1) Explain Urdu Nasr keAsaleeb e Adab associated with - Inshaiya ,Afsanaaur
SafarNaama.
2) Elucidate Urdu Nasr ke Asaleeb e Adab associated with -Tanz o Mizah,khaaka,
Drama.
3) Describe and appreciates Urdu Nasr keAsaleeb e Adab associated with Urdu Ghazal.
4) Compare Tarraqi Pasand aur Jadeed Nazmen.
5) Analyse the Art of Rubai and the contribution of poets towards RubaiNigari.
6) Illustrate and interprets the knowledge boutRubai (Matn) with reference to Texts.

MODULE I: URDU NASR (2 Credits)

Unit 1: Urdu Nasr keAsaaleeb (Inshaiya ,Afsana, SafarNaama)
a) Gulshan e Ummid Ki Bahar by Mohammad Hussain Azad
b) Kaarman by Quratulain Hyder
c) Ye London hai by Sayyed Ehtesham Hussain

Page 114

111 Unit 2: Urdu Nasr KeAsaaleeb(Tanz o Mizah,khaaka, Drama)
a) Natak by Mushtaque Ahmad Yusufi
b) PuraAdmiAdhuraKhaaka by Yusuf Nazim
c) ManzilHaiKahan Teri by Noorulain Ali

Unit 3: Urdu Ghazal
a) Hasrat Mohani, Jigar Muradabadiki Ghazlen
b) Firaque Gorakhpuri, Majrooh Sultanpuri Ki Ghazlen
c) Nasir Kazmi, Moin Ahsan Jazbiki Ghazlen

MODULE II: INEKHAB -E-AFSANA (2 Credits)

Unit 4:TarraqiPasandaurJadeedNazmen
a) Kutte (Faiz Ahmad Faiz) Haveli ( MakhdoomMohiuddin)
b) Umre Gurezan Ke Naam ( AkhtarulIman), Mere Ehd Ke Haseenon (Saahir Ludhiyanvi)
c) Ajanta( Sikandar Ali Wajd), Zindagi se Darte Ho ( Noon Meem Rashid)

Unit 5: RubaiNigari
a) Rubaika Ta aruf
b) Jagat MohanLalRawankiRubai
c) MirzaDabeerkiRubai -goi

Unit 6 : Rubai (Matn)
a) Nesab main shamilRubaikemauzuaatka ta aruf
b) Jagat Mohan Lal Rawanki Rubai (Matn)
c) Mirza Dabeerki Rubai (Matn)

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr. No Particulars Marks
1 Task/ Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test given in the given semester 15
3 One essay test held in the given semester 05
Total 40

Page 115

112
Tasks/Assignments (Any Two)
1) Quratul Ain Hyder ki hayat par raushnidaaliye.
2) Faiz Ahmad Faiz ki nazmnigari ka Jaayeza lijiye
3) Firaque Gorkhpuri ki nazmnigari ka jaayeza lijiye.
4) Hasrat Mohani ki hayataurilmi khidmaat ka jaayeza lijiye.
5) Mirza Dabeer ki Rubaigoi ka jaayeza lijiye.
6) Akhtar ulIman ki Nazmnigari ka jaayeza lijiye,

References :
 Irfan e Adab by Kitabdaar
 Mohammad Hussain Azad by Sahil Ahmad
 Quratul ain hyderkeNovelonmeintaarikhiShaur by Khursheed Ahmad
 Deewan e HasratMohani by HasratMohani
 FiraqGorakhpuri by Sayyedajafer
 Naqsh e Faryadi by Faiz Ahmad Faiz

Page 116

113 SEMESTER II
PART I
CORE COURSE: GUJARATI (COMPULSORY LANGUAGE)
COURSE NAME: FAMOUS GUJARATI WRITERS AND
COMPOSERS

Total Credits: 06
Total Marks: 100

Learning Objectives:
1. To become familiar with the famous work of famous Gujarati composers and writers
in ancient and medieval time
2. To be able to make comparative analysis of the styles and trends of Gujarati text
developed in different periods of time

Learning Outcomes:
By the end of the course, Students will be able to:
1. Compare and contrast the styles of Gujarati poets and authors
2. Critically explain the process of literature writing.
3. Appreciate the creative literary work of the Gujarati Poets and Authors.

MODULE I : GUJARATI TEXT BEFORE AND DURING NARSIMHA MEHTA
(2 Credits)

Unit 1: Gujarati Literature and development
a) Bharateshwar bahubali rasa
b) Jain saint Hemchandracharya’s Gurjara Apabhransha
c) Narratives about thirthankars written by Jain monks

Unit 2: Devotional Poetries in Gujarati (salient features)
a) Narsinha and Devotional songs
b) Meerabai and krishna Bhakti compositions
c) Akhyan Parampara and Bhalan

Unit 3: Contribution of writers in famous Gujarati text( Review)
a) Narsimha Mehta’s ‘Sudama Charit’
b) Premanand Bhatt’s ‘Kuwarbai nu Mameru’
c) Nilratna Desai’s ‘100 Zen Kathao’

Page 117

114 MODULE II: MODERN TIME GUJARATI WRITERS AND THEIR CREATIONS
(2 Credits)
Unit 4: Development of Gujarati literature in modern era
a) The trend of Gujarati write -ups from middle to recent time
b) Mahatma Gandhi and his autobiography (A review of his style of writing autobiography
as compared to the autobiographies written by other Gujarati authors.
c) Contribution of Gujarati Sahitya parishad to promote Gujarati literary work
independent of the influence of other languages like sanskrit.

Unit 5: Critical review of the style and forms of poetry in modern era
a) Narmada Shakar’s ‘Narmakosa’ A dictionary on poetics
b) Nanalal and his work on Apadya Gadya (Rythmic Prose) with reference to an
epic, ‘Kurukshetra’
c) Kavi Kant’s Purvalap a landmark in Gujarati poems

Unit 6: Styles and identifying the trend in the forms of prose writing
a) Dalpatram’s ‘Venacharitra’
b) Dhansukhlal Mehta’s ‘Asadharan anubhavo ane biji vato’
c) Dhumketu’s ‘Ratno Dholi’

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr.
No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester (2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40

Tasks/Assignments: (Any Two)
1) Make a chart of the trend in Gujarati poetry writing from Narsmh Mehta till the modern
era. Present in the class in the form of Seminar paper reading
2) Take up a case study of any Gujarati author of your choice and collect information about
his/her style of writing and using vocabulary and significant grammar concepts frequently
used and write a reflective report with your justification for sour appreciation for his/her
style.
3) Collect information about the contribution of any 5 authors/ composers to the current status
of Gujarati literature. Prepare a scrapbook.

Page 118

115 4) Prepare a script of any short story from the book Ratno Dholi written by Dhumketu keeping
in mind the unique features of the author’s writing style and his points of view in the story
and narrate it in the class with proper expressions and voice intonation.
5) Critically review any one famous Jain tirthankara’s narrative and reflect upon the unique
features and share in the class.

References:
 https:/ /www.hindu -blog.com/2021/05/bhalan -gujarati-devotional -poet-15th-century -
sri-rama -poems.html 
 https:/ /www.amazon.in/Books -Premanand -
Bhatt/s?rh=n%3A976389031%2Cp_27%3APremanand+Bhatt 
 https:/ /www.journalijar.com/ article/7935/an -overview -of-the-major -trends -of-
contemporary -gujarati -literature/ 
 https://omnilogos.com/twentieth -century -gujarati -literature/ 
 https://www.culturopedia.com/gu jarati -literature/ 
 https:/ /www.britannica.com/ art/Gujarati -literature
 https:/ /www.wikiwand.com/ en/Purvalap 

Page 119

116 SEMESTER II
PART – I
FOUNDATION COURSE COMPULSORY

Total Credits: 03
Total Marks: 50

Learning Objectives:
1) To initiate students into discussions on stress and conflict and equip them with the
techniques to deal with it.
2) To make learners appreciate the importance of science and technology so as to develop
in them the scientific temper.
3) To acquaint students with the principles and values in ethics and familiarise them with
certain perspectives in academic, professional and environmental ethics.

Learning Outcomes:
By the end of the course, students will be able to:
1) Better understand the causes behind stress and conflict and develop skills and
techniques to deal with them.
2) Have awareness of the conflict scenario around and a few useful techniques to deal with
them.
3) Dispel existing superstitious belief systems and acquire scientific attitudes.
4) Nourish in them value -based principles underpinning behavior and develop proper
ethical attitudes that form character.

MODULE I: UNDERSTANDING STRESS & CONFLICTS (1 Credit)
Unit 1: Stress & Stress Management
a) Meaning and types of stress
b) Causes of stress
c) Stress Management

Unit 2: Conflicts & Resolution of Conflicts
a) Types of Conflict
b) Causes of conflict
c) Conflict Resolution

Unit 3: Science, Technology & Scientific Temper
a) Nature, Characteristics, & Method of Science & the concept of scientific temper
b) Science and its Interface with Religion, Myths, Blind Beliefs, and Prejudices.
c) Science & Technology: Laser Technology Biotechnology: Satellite
and Information technology; Issues of Control, Access and Misuse of Technology
MODULE II: ETHICS IN ACTION AND ENVIRONMENTAL CONCERNS

Page 120

117 (1 Credit)

Unit 4: Ethical Perspectives & their Application in Academics and Profession
a) What is ethics? Important Perspectives in Ethics
b) Ethical practices in Research & academic writing
c) Professional Ethics with special reference to Truthfulness and Non Violence

Unit 5: Perspectives toward Environment
a) Anthropocentrism & Issues to Environment
b) Land Ethics and Biocentrism
c) Deep Ecology & Ecofeminism

Unit 6: Principles of Environmentalism
a) Environmental Principles: the equity and Human rights principles
b) Environmental Principles: participatory and Sustainability principles
c) Environmental laws

MODULE III: INTERNAL ASSESSMENT (1 Credit)


Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester 05
2 One Essay held in the given semester 5
Total 10

Task/Assignments ( Any One with presentation & viva)
1) Managing Stress and Conflict
2) Professional Ethics
3) Social Network sites and its impact on youth.
4) Carbon footprints.
5) Laser Technology: Major Recent Developmnts.

References:
 Alexis G. Burgess and John P. Burgess. Truth (1st ed.). Princeton University
Press.2011. ISBN 978-0691144016. 
 Amartya Sen. The Idea of Justice. Cambridge. Belknap Press of Harvard University
Press. ISBN 0-674-06047 -4. 2011.
 Brian Barry, Theories of Justice. University of California Press, Berkeley. 1989
 Chattopadhyay Sujitkumar. Gender Socialisation and the Making of Gender in the
Indian Context. Sage Publications. 2018

Page 121

118  David Schmidtz, Elements of Justice. Columbia University Press. New York. 2006.
Delhi: S Chand
 Deshta Sunil (2014), Fundamental Duties of Citizens, Regal Publications. 
 Michael P. Lynch, “The Values of Truth and the Truth of Values”.In Epistemic Value.
Millar, Pritchard (ed.) Oxford: OUP.
 Pattanaik Bikram K (2006), Social and Human Well Being Selected Perspectives;
Ambala: The Associated Press.
 Ron Panzer. Man in the World: Part Four of Ten Truthfulness (Part of the Ethics of Life
Series) April 17, 2013.
Access: http://www.lifeissues.net/writers/pan/pan_61manintheworld -4.html
 Seglin, Jeffrey L. The Simple Art of Business Etiquette: How to Rise to the Top by
Playing Nice. Kindle Edition.2015. 
 Suresh Jayshree, Raghavan, B.S (2003), Human Values and Professional Ethics. New
 Tim Hicks. Embodied Conflict: The Neural Basis of Conflict and Communication.
Routledge. 2018.
 Warshaw, LJ . Stress, anxiety and depression in the workplace: report of the New York
Business Group on Health/Gallup Survey. New York: The New York Business Group
on Health, 1989.
 Yee, June Ying. "Racism, Types of". In Shaefer, Richard T. Encyclopaedia of Race,
Ethnicity, and Society. SAGE. pp. 1118 –19. Volume 2008. ISBN 978-1-41-2926942. 
 Yinger, J. (1985). Ethnicity. Annual Review of Sociology, 11, 151-180.

Websites:
https://www.cep.unt.edu/enethics.html
https://www.sciencedirect.com/
https://onlinelibrary.wiley.com/doi/book/10.1002/9781444367072

Page 122

119 SEMESTER II
PART I
ENGLISH (COMMUNICATION SKILLS) COMPULSORY

Total Credits: 03
Total Marks : 50

Learning Objectives:
1) To familiarize the students with basic and advanced grammatical concepts.
2) To enable the students to identify and use literary devices
3) To empower the students to adopt strategies for effective reading and writing skills.
4) To emphasize the essential aspects of effective written communication necessary
5) for professional success.
6) To enable the students to accurately read and interpret data communicated through
diverse media.

Learning Outcomes:
By the end of the course, Students will be able to:
1. Demonstrate ability to identify common errors in spoken and written English and
rectify them.
2. Identify and define 'poetic devices’ that create rhythm, enhance meaning and intensify
mood.
3. Comprehend the material and be able to identify distinctive features of language.
4. Develop and expand writing skills through controlled and guided activities with special
reference to Letter writing.
5. Demonstrate ability to read and interpret data communicated through diverse media.

MODULE I: SKILLS FOR VOCABULARY BUILDING (1Credit)
Unit 1: Grammar
a) Antonyms, Synonyms,Suffixes and Prefixes,Homophones, homonyms
b) Collocation
c) Changing the Class of Words

Unit 2: Poetic Language
a) Figures of Speech and Rhetoric
b) Language Style (rhythm, word length, number of lines, images, tone of the speaker)
c) Denotation, Connotation
MODULE II: ASPECTS OF COMMUNICATION II(1Credit)

Unit 3: Reading Skills: Advanced Comprehension (unseen passage)
The following skills to be acquired:
a) Isolating fact from opinion

Page 123

120 b) Understanding concepts and arguments
c) Identifying distinctive features of language
(Passage should be 250-350 words of Level I. The passage may be taken from
literary/non -literary texts)

Unit 4: Forms of Correspondence& Interpretation of Technical Data
a) Formal Letters (Letter of Complaint,Letter to Editor,Request for Permission)
b) Reading and interpreting the following: Pie charts and Tables, Line graphs, bar graphs
and charts
c) Maps and analysing weather reports

MODULE III: INTERNAL ASSESSMENT (1 Credit)
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester 05
2 One Essay held in the given semester 5
Total 10

Task/ Assignment(Any one )
1) Choose 2 poems and annalyse Figures of Speech and Rhetoric
2) Make a report of weather analysis of Maharashtra
3) Choose 5 Pie-diagrams of population in India / world and presnt the interpretation
4) Write any two formal letter on recent issues
5) Listen to a TV show and analyse the fact from opinion

References:
 Homophones and Homographs: An American Dictionary, 4th Ed.. (2014). United
States: McFarland, Incorporated, Publishers. 
 Rao, P., Wren, P. C., Martin, H. (1976). High School English Grammar & Composition.
India: S. Chand & Company. 
 Rozakis, L. E. (2011). Vocabulary For Dummies. Germany: Wiley.
 Becking, M. F., Petty, D. C., Petty, W. T. (1981). Experiences in Language: Tools and
Techniques for Language Arts Methods. United States: Allyn and Bacon.
 Crystal, D., Erazmus, E. T., Crystal, H. P. o. L. D. (1997). English as a global language.
United Kingdom: Cambridge University Press.
 Harvey, S., Goudvis, A. (2007). Strategies That Work. United States: Stenhouse
Publishers. 
 Engelhardt, D. (2013). Practice Makes Perfect Intermediate ESL Reading and
Comprehension (EBOOK). United States: McGraw -Hill Education. 
 A Handbook for Letter Writing. (2018). United Kingdom: Arihant Publications India
limited.

Page 124

121  Monkhouse, F. J., Wilkinson, H. R. (1963). Maps and Diagrams: Their Compilation and
Construction. United Kingdom: Methuen. 
 Irizarry, R. A. (2019). Introduction to Data Science: Data Analysis and Prediction
Algorithms with R. United States: CRC Press.

Page 125

122 SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: ENGLISH (ANCILLARY MAJOR)

Total Credits: 06
Total Marks: 100 Marks

Learning Objectives:
1. To introduce students to texts of each period of English literature.
2. To enable students to understand the features of each period wrt
representative text.
3. To expose students to various texts.

Learning Outcomes:
By the end of the course, students will be able to:
1. Understand the ages of English literature.
2. Identify the traits of writers based on the age.
3. Compares the social relevance of the texts.

MODULE I : LITERARY REPRESENTATIVES (2 Credits)

Unit 1: Selected Reading 1
a) ‘Beowulf’ in Literary History: Joseph Harris (JSTOR)
b) Chaucer: Prologue to the Canterbury Tales
c) Shakespeare’s Sonnets (116 & 127)

Unit 2: Selected Reading 2
a) Sir Roger at Home and Sir Roger in Church
b) Rape of the Lock: an overview (JSTOR)
c) Byron and Keats (She walks in Beauty / Ode on a Grecian Urn)

Unit 3: Selected Reading 3
a) Tennyson & Browning (Ulysses / The Last Ride together)
b) W.H. Auden (Musee de Beaux Arts)
c) Short Story – The Garden Party (Katherine Mansefield)

MODULE II: UNDERSTANDING POETIC DEVICES (2Credits)

Unit 1: Rhetoric & Prosody
a) Simile, Metaphor, Hyperbole
b) Metonymy, Synecdoche, Personification

Page 126

123 c) Alliteration, Onomatopoeia, Paradox, Irony
Unit 2: Practical Criticism
a) Meter, Rhyme
b) Poetry Analysis
c) Prose Analysis
Unit 3: Fiction Related Literary Terms
a) Science Fiction
b) Crime Thrillers
c) Chick -lit and Campus fiction

MODULE III : INTERNAL ASSESSMENT (2 Credits)


Sr. No Particulars Marks
1. Task/ Assignment/ Activity for each module held in the semester
(2X10) 20
2. One periodical class test given in the given semester 15
3. One essay test held in the given semester 05
Total 40

Tasks/Assignments (Any Two)

1. Do a book review on The Canterbury Tales
2. Write an essay on Roger in about 1500 words
3. Write a Critical Appreciation on any two of Tennyson Poem
4. Analyze any 3 poems with respect to Simile, Metaphor, Hyperbole, Metonymy,
Synecdoche, Personification, Alliteration, Onomatopoeia, Paradox and Irony
5. Make a video on imaginary crime thriller (Duration : 300 seconds)

References:
 Wright, David. The Canterbury Tales, Oxford World Classics, 1998.
 Ann Thompson, David Scott Kastan, H. R. Woudhuysen, Katherine Duncan -Jones,
Richard Proudfoot. Shakespeare’s Sonnets (Revised). Bloomsbury Academic, 2010.
 Wordsworth, Jonathan. The Penguin Book Of Romantic Poetry. Penguin Books, 2001.
 Negri, Paul. English Victorian Poetry . Dover Publications,1999. 
 Sarkar and Bhattacharya. A Handbook of Rhetoric and Prosody. Orient Blackswan,
2018.
 Cuddon & Habib. The Penguin Dictionary of Literary Terms and Literary Theory .
Penguin, 2014

Page 127

124 SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE HINDI (ANCILLARY)
COURSE NAME:आध ¸ि नक ि ह ˙द गद ् य (ि ह ˙द
उपन्य स एह न टक )

Total Credits: 06
Total Marks:100

श`क्षि णक उद्द े श्य:
1. ाोा ए प्रथम िोष ग माोाेाोां वाहाोांदाोा
साावाहिाो काोा उपन याास एिाोाोां नााटक काोा
िवाधााओाोां काोाो काोाृ वातयाोाोाोांकाेज़ररए
िवाद याावाथगयाोाोाोां काोाे समा माोाुख प रसा ताोाुत करनाा।
2. िाोाोाास तिवाक काोाृ वातयाोाोाोां काोाो पवााो.नाोाे
साोाे पाो िाो ग उपन याास और नााटक काोाे इवातहाोाास साोाे
िवाद यााथा काो िअगत कराानाा।
3. चयवानत उपन याास ‘वानम गलाोाा’
और नााटक ‘िाोराोदकरनाा। ाोाा’ काोा अाोांतिाो गसा ताोाु और रा प िवाधाान काोाो स पष्ट
4. दाोनाोां काृ
वातयाोां काे
िवािवाध
पाता ाोाो,कराान
ाा। उनको
वाथथवात
याोाो, और यथााथ ग काोाा राागाात मक
साक षााता काोाार
5. िवाद याावाथगयाोाोाोां काोाो नााटक रा प-िवाधाान साोाे पररवाचत
कराानाोाा।

िअधगम ि नष्पहि :
इस इकाई के अध्ययन के पश्चात छात योग्य होगे,
1. िवाद यााथा वाहांद उपन याास और नााटक ज `सा प्रमाुख गद्य िवाधााओां काे
िवाकाास साे पररवाचत होगे।
2. िवाद यााथा नााटक एिाोाोां उपन याास काोाे मााध यम साोाे
सामाोाावाजक एिाोाोां मनाोिाोाो`ज ञाावानक यथााथ ग काा अनाुिभ
कर सकाेां गाे।

Page 128

125
3. िवाद यााथा उपन याास िएां नााटक का िवावा शष्ट सांरचनाा और वाशल प साे पररवाचत हाो
जाएां गाे।
म ड ्य ˛ल I : ि ह ˙द उपन ्य स
(2 Credits)
घटक 1: ि ह ˙द उपन्य स क
ि ह क स
a) प राोाेमचाोांद पाो िाो ग याोाुग
b) प्रेमचंद युग
c) प्रेमचंदोत्तर युग
घटक 2 : ि ह ˙द उपन्य स ‘ि नम ¸ल ’

Page 129

126 a) वानम गलाोाा पााठ एिाोाोां िाोाोााचन- प राोाेमचाोांद

Page 130

127 b) वानम गलाोाा पााठ एिाोाोां िाोाोााचन- प राोाेमचाोांद
c) वानम गलाोाा पााठ एिाोाोां िाोाोााचन- प राोाेमचाोांद

घटक 3 : उपन्य स ि नम्रल : चररत ्र, कह नक एह अन्य ि ह च र
ि ब ˙द
a) वानम गलाोाा उपन याास समाावाप्त
b) वानम गलाोाा काोाे चररता कथानक
c) वानम गलाोाा काोाे अना य िवाचाोाार वा ाोांदाोा ु
म ड ्य ˛ल II: ि ह ˙द न टक
(2 Credits)
घटक 4: ि ह ˙द न टक क
ि ह क स
a) भारताेांदाु याुग िएां प्रसाद
b) उपाोाेाोांदा रनााथ अशा क जगदाोा श चाोांद्र मााथाोाुर
इिाोाोाावाद
c) माोहन रााकाे श और उनकाे ाोााद

घटक 5 : श ˙कर श ेष क न य क ˛ ि त ‘घर ौद ’
a) नाोााट्य पााठ भाग 1-साोांिाोाोाादाोाोाोां काोाा िाोाोााचन
:िाोर दाोाा, शकराोांशषाोाे ,
b) नाोााट्य पााठ भाग 2-
साोांिोाोाा दाोाोाोां
काोाा िाोाोााचन :िाोरा द
c) नाोााट्य पााठ भाग 3-
साोांिाोाो ाादाोाोाोां
काोाा िाोाोााचन
:िाोरा दाोा ं ाोाा, शंकर शेष,
ाोाा, शंकर शेष,


घटक 6 : न टक घरौद : सम क्ष

Page 131

128
a) नााटक का अवाभनाेयताा िएां चररता वाचता ण
b) नााटक क कथाािाोस ताु दाेशकााल िाोाोााताािाोरण िवाचाार वा ाोां दाु
c) नााट्य आधााररत वाफल्म िाोरा दाा
म ड ्य ˛ल III : अ ˙तग ¸त म ˛ल ् ˙कन (2 Credits)

क्रम स ˙ख्य ि ह ह रण अ ˙क
1 काोााय ग/प रकल्प साोाेमाोाेस टर
काोाे प रिोाोाेक मा डा याो ल साोा े
2*10 20
2 साेमाेस टर माेां एक वानयत कााला न कक षाा
परा क षाा 15

Page 132

129 3 साेमाेस टर माेां िवाषय सां ाोां ध एक वान
ाोां ध 5
कु ल योग 40

Page 133

130
हद क य ¸ (क ई भ द )
1) वाहन दा काोाे ि यवा द धक ताोाादाोा अथिोोाा मनाोिाोाो`ज ञाावानक
उपन याासकाोााराोाोाोां (अजा ञाोाेय,
जाो`नाोाेाोांदा र, इलाोााचाोांद्र जाोशाोा ) माेां साे
वाकसा एक काा जा िाोन पररचय िएां काृ वातयाोां पर एक लाेख
वालखाेां।
2) प राेमचांद काे प्रमाुख उपन याासाोां काा पररचय दा वाजए।
3)
‘िाो
राोद
4)
‘िाो
राोद ाोाा’ नााटक काोाे दाोाेश-काोााल एिाोाोां
िाोाो ााताािाोरण काोा चचाोाा ग काोा वाजए।
ाोाा’ वाफल्म और नााटक का ताुलनाा का वाजए।
5) प राोाेमचाोांद काोाे उपन याास ‘वानम गलाोाा’ काोाे प रमाोाुख चररता
वानम गलाोाा पर एक पा पाोा टा ताो`याार काोा वाजए।

स ˙दभ ¸ ग ्र ˙ह स ˛च :
 राामचाोांद्र शाोाुका ल, वाहाोांदाोा साावाहिाो काोाा
इवातहाोाास, च दिहाोाााोा साोांस्करण, नाागरा प्रचाोााररणा सभाोाा,
काोााश ।
 डाोा . नगाोाेन्दा र, वाहाोांदाोा साावाहिाो काोाा इवातहाोाास, मयाो र
पाोाेपर ाो`क स, नई वादल ला ।
 डाोा . िवाजयाोाेन्दा र, वाहाोांदाोा साावाहिाो काोाा इवातहाोाास,
साावाहिाो अकाोाादाोाे मा , वादल ला ।
 डाोा .राामकाोाु माार िाोमाोाा ग, वाहाोांदाोा
साावाहिाो काोाा आलाोाोचनाोाात मक इवातहाोाास,
राामनााराायण लाोााल ाोाेना मााधिाो प्रकााशन,
इलााहा ाोााद।
 डाोा रााम स िरूप चताोाुिाोाोाेदाोा ,
वाहाोांदाोा साावाहिाो िाो साोांिाोाोाेदनाा
काोाा िवाकाास, लाोाोकभारता प रकाोााशन, इलााहाा ाोााद।

Page 134

131
 याोगाेन्द्र प्रतााप वासांह, वाहांद साावािह काा इवातहाास और उसका समस यााएां ,
िाोाो ााणा प्रकााशन, नईवादल्ल ।
 इाोां दा रनााथ मदाोाान, आधाोाुवानकताा और वाहाोांदाोा उपन याास,
राोााजकमल प्रकाोााशन, नई वादल ला ।
 राामदरश वामशा र, वाहाोांदाोा उपन याास एक अाोांतयाोाा गताोा ाोाा,
रााजकमल प्रकाोााशन, नई वादल ला ।
 रमाेश रााजहांस, नााट्य प्रस ताुवात एक पररचय, रााधााकाृ ष्ण प्रकााशन, नई वादल ला ।
 नाोाेवामचाोांद्र जाो`न, राोां गदश गन, राोााधाोााकाोाृ ष्ण प रकाोााशन, नई
वादल ला ।
 नाेवामचन्द्र ज `न, ता सरा पााठ, रााधााकाृ ष्ण प्रकााशन, नई वादल ला ।
 डा . वादनाेश पााठक, भ मांडला करण, भाारता य समााज और वाहन्द उपन याास,
आर काे पद धवाकाे शन, माुां ई
 वाहन दा साावाहिाो काोाा इवातहाोाास, साोांपाादक : डाोा .
नगाोाेाोांद र, मयाो र ाोाुक स, दररयाागाोांज,
नई वादल्ला I
 साोांिाोाोाादाोाोाोां काोाा िाोाोााचन: िाोरा दाोाा,
शकराोां शषाोाे , परााग प रकाोााशन,
वादलाोा लाोा

Page 135

132 SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: MARATHI (ANCILLARY MAJOR )
COURSE NAME : स हि त्य प ्रक र ˙च अभ्य स
: प्रह स ह ण ¸न

Total Credits: 06
Total Marks: 100

अध्ययन उि द्दष ्ट े:
1. िवािवाध साावाहिाो प रकाोााराोाााोांच ओळख िवाद यााथा ा ाोाा गनाा
करा न दाोाे णाोा े
2. साावाहिाो प रकाोााराोाााोांच िाोाो`वाशष्टा टा याोाे समजाािाोाो न
साोाााोांगणाोा े
3. सावािह प रकाारााता ल लाेखाानश `ला चाा पररचय करा न दाे णाे.
4. सावािहकारांच्या सावािहविषयक योगदानांच ओळख करून दे णे.

अध्ययन ि नष ्पह :
हाोाा अभ याािसम पाो ण ग काोाे ला याोाािाोर िवाद यााथा :
1. लवालत गद्य या साावािह प्रकााराा द्दल स्पष टा करण करताो.
2. िप राािसण गन सावािहााचाोा लाोाेखन िाोाो`वाशष्टा टा याोाे साोाााोांगताो.
3. स्वत: अशा प्रकारचे लेखन करािोयास विद्याथ िप्रृत्त होतो.
म डय ˛ल I : स ि ह त्य प ्रक र ˙च ओळख -लि लत गद्य
(२ श्र ेर ् ˙क) घटक १ : लि लत गद्य - स िहत्य प्रक र -
प्रह स ह ण ¸न
अ) लवालत गदा य याोाा सावाहिाो प रकाोाारााचाोाा
साो`िाोाोाााोांवातक अभ याास
) लवालत गद्य – स िरुप िाो
िाोाो`वाशष्टा टा याोा े क) लवालत

Page 136

133 गद य – परां पराा आवाण इवातहाास

घटक २ : प्रह स ह ण ¸न – एक स िहत्य प ्रक र
अ) िप राास िाोण गन रचनाा िाोाो`वाशष्ट
) मरााठ ताोा ल िप राास िाोण गनााच पराोां पराा

Page 137

134 क) िप राास िाोण गन – लाोाेखनशाो`लाोा िवाशाोाेष
घटक ३ : प्रह स ह ण ¸न – रचन त ˙त्र
अ) िप राास िाोण गन – स्व चा अविष काार
) िप राास िाोण गनााता ल सामाोाावाजक,
साोाााोांस्काोाृ वातक िवाश्व क) िप राास
िोण गन – लाोाेखन शाो`लाोा

म डय ˛ल II - मर ठ त ल प्रह स ह ण ¸नपर स िहत ्यक ˛ त च
अभ ्य स (२ श्र ेर ् ˙क)

घटक ४ : स त सम ¸द ् र पि लकड े – (ग ˙ग धर ग डग ळ) य
प्रह सह ण ¸न च े ि ह श ेष
अ) याोाा िप राािसण गनााचाोाे राुप ाोांध
) याोाा िप राािसण गनााता ल थथलिोण गन आवाण ि यवाक्त
वाचताोा ण क) याोाा िप राािसण गनााता ल अनाोाुिभ कथन
घटक ५ : नम ¸द े ह र ह र- (ल ेखक जगन ्न ह क ˙ ¸ ट े ) य
प्रह सह ण ¸न च े ि ह श ेष
अ) याोाा िप राािसण गनााचा राुप ाोांध
) िप राािसण गनााता ल थथलिाोण गन आवाण
ि यवाक तवाचताोा ण क) िप राािसण गनााता ल अनाोाुभिाोकथन
घटक ६ : हप्र हसण ¸न स हि त्य : आस्व द
अ) िप राास िाोण गन आवाण
िोाोाा चक
) िप राास िाोण गनााता ल प्राादाोाेवाशकता
क) िप राास िाोण गन आवाण वानसग ग जाावािण
म ड ्य ˛ल III : अन्तर ् गत म ˛ल्यम पन (२ श्र ेर ् ˙ क)


क्रम
स ˙ ख्य
वह
ह र
ण अ ˙ क
1 प रत याेक माोड य लवार आधााररत ककमाान दोन स िााध यााय
2*10 20

Page 138

135 2 अाोांतराोा गत चाचणाोा परा क षाा 15
3 कनबंध 5
कु ल योर 40

Page 139

136
क र ् ग/स्व ध्य र ् (क णत ेि द न)
१) लवालत गद य साावािहााचाे िवािवाध प रकाार थोडक याात वालहाा.
२) मरााठा ताोा ल िप राािसण गन सावािहाचाोा पाो िाो ग पराोां पराोाा सिवास तर
वालहाा.
३) िप राािसण गन सावािहााचाोाे िवाशाोाेष साोाााोांगाोाा.
४) ताुम हा काे लाेल याा िप राासााचाे अनाुिभ वालहाा.
५) अभ याासक रमाोाा ि यवातररक्त अशाोाा एखाोाादा याोाा िप राािसण गन कलाोााकाोाृ
ता चाोाे िवाशा लाोाेषण कराा.
स ˙दभ ¸ ग ्र ˙ह :
 लवालत गदा याोााचाोाे ताावात्क सा वारा प आवाण लिाोाोाुवान
ाोांधाोााचा इवातहाोाास, आनाोांद याादिाो, माोाेहताोाा
प रकाोााशन
 लवालत गद्य ताोाे माोाुक्त गदा य – िवा. शाोां. चाोा िाोाोाुलाोाे,
माो˘जाोाेवासा टक प रकाोााशन
 िप राािसण गन एक सावािहप रकाार - डाोा .
िाोसाोांत साािाोाोांत –
माो˘जाोाेवासा टक प रकााशन.
 िप राािसण गन - डाोा . चाोांदा रकाोाााोांत िाोत गक
 व्याािाोहाररक मरााठ – ल. राा. नाावासराा ाोाादकर, फडकाे प्रकााशन.
 मरााठाोा िाोाो ााङ्गमयकाोाोश खाोांड – ४ (समाोा क्षा साोांज ञाोाा) समन्वय –
 साोांपाादक – िवाजयाोाा रााजााधा यक्ष ,
महाोाारााष्टर राजा यसाावाहिो साोांस्काोाृ
ता मांडळ.

Page 140

137 SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: URDU ANCILLARY
COURSE NAME: INTEKHAB -E-AFSANA

Total Credits:06
Total Marks:100

Learning Objectives:
1. To understand about the Art of Afsana nigari.
2. To understand the Origin and development of Urdu Afsana and progressive
Short -story writers.
3. To appreciate the life sketch, style and characteristics of the writings of
Munshi Premchand.& Rajendra Singh Bedikemuntakhabafsaane.
4. To develop a critical understanding regarding Premchand ke muntakhib Afsane &
Rajendra Singh Bedikemuntakhabafsaane.
5. To analyse the writings of Rajendra SinghBedi& Premchand ke muntakhib
Afsane

Learning Outcomes:
By the end of the course, the students will be able to:
1. Explain the Art of Afsana nigari.
2. Describe the Origin and development of Urdu Afsana and progressive Short -story
writers.
3. Discuss the life sketch, style and characteristics of the writings of Munshi Premchand.
4. Critically analyse Premchand ke muntakhab Afsane& Rajendra Singh
Bedikemuntakhabafsaane
5. Evaluate the life sketch, style and characteristics of the writings of Rajendra Singh
Bedi

MODULE -I: URDU AFSANE KA FUN (2 Credits)

Unit 1: UrduAfsanaNigari
a) Afsana : meaning & definition
b) Iqsam
c) Fanniajza

Unit 2 : UrduAfsana and progressive Short -story writers
a) Urdu Afsana/ GradualDevelopment
b) Premchand: Premchand and his era
c) Premchand ke Afsane ki khususiyat

Page 141

138 Unit 3 : Munshi Premchand
a) Munshi Premcahnd: life
b) Munshi Premcahnd: Art
c) Premchandkeafsaanoki khususiya

MODULE II: LITERARY WORKS OF MUNISHI PREMCHAND & RAJENDRA
SINGHBEDI (2CREDITS)

Unit 4 : Premchand ke muntakhib Afsane
a) Premchand: usloob -e-bayaan
b) Premchand(selected five short stories)
c) A critical analysis of premchand’sshort stories

Unit 5: Rajendra singhbedi
a) Rajendra SinghBedi: life
b) Rajendra SinghBedi: Art
c) Bedikeafsaanokikhususiyat

Unit 6: Rajendra singhbedike muntakhab afsaane
a) Rajendra SinghBedikausloob -e- bayaan
b) Five short stories of Rajendra SinghBedi
c) A critical analysis of Bedi’s short stories

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr. No Particulars Marks
1. Task/ Assignment/ Activity for each module held in the
semester (2X10) 20
2. One periodical class test given in the given semester 15
3. One essay test held in the given semester 05
Total 40

Task/Assignments (Any Two)
1) Urdu Afsane ke ahedbaahedirtequa ka jayeza lijiye
2) Munshi Premchand ke afsanon ka tanqiditajziya pesh kijiye
3) Rajendra Singh Bedi ki zindagi ke mukhtalif goshon par roushni daliye
4) Munshi Premchandkesawanehikawaifbayaankijiye
5) Rajendra Singh Bedikeusloob e bayan par sair e hasil tabsera kijiye

Page 142

139 References:
 Dastan se afsanetak by waquar Azeem
 Urdu Afsane ki nayitakhliqifiza by Ram Lal
 JadeedAfsana aur us kemasael by WarisAlvi
 Fun e Afsana nigari by Waquar Azeem
 Taraqqipasand Urdu Afsana aur chand ahem Afsananigar by Dr.AslamJamshedpuri
 Urdu Afsanataraqqipasandtahreek se qabl by professor SagheerAfrahim
 Urdu me taraqqipasandadabitahreek byKhalirurrehman Azmi
 Naya Afsana by Waquar Azeem

Page 143

140 SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: GUJARATI ( ANCILLARY)
COURSE NAME: MODERN ERA: GUJARATI LITERATURE
IN PANDIT ERA AND GANDHI ERA
Total Credits: 06
Total Marks: 100 Marks


Learning Objectives:
1. To critically understand the literature created in the Pandit era and Gandhi Era
2. To comprehend the types of literature written by contemporary authors and poets.
3. To analyse the trend and styles of literature during the medieval period.
Learning Outcomes:
At the end of the course, students will be able to:
1. Identify the types of literature written by contemporary authors and poets.
2. explain the unique features of the literature during the medieval period.
3. critically evaluate and draw inferences about the literature created during medieval
period
MODULE I : CHARACTERISTICS AND FACTORS INFLUENCING GUJARATI
LITERATURE IN THE PANDIT ERA. (2 Credits)
Unit 1. Reflection on the Literature during Pandit era
a. Trends in the Gujarati literature emerging in the Pandit era
b. collection of poetries of Kalapi: A critical review
c. Prose literature ‘Bhadrambhadra’ Short stories written by Ramanbhai Nilkantha reflection
with reference to style, central ideas, and unique features.


Unit 2: Gujarati literature during the Gandhian era
a. Factors that Gandhiji propagated influencing Gujarati literature
b. Zaverchand Meghani’s folk literature and Gandhian philosophy
c. A critical review of the Gandhian writers Indulal Yajnik, ‘Gandhijina Sahawasma’ (Part
1)and Essay writer Kaka Saheb Kalelkar’s ‘Jivavano Aanand’

Page 144

141
Unit 3: Post Gandhi Era or Anu Gandhi Yug:
a. Comparative analysis of the literature written between Gandhi Era and Anu Gandhi Era.
b. Contemporary Creative writer Rajendra Shaha: Review of his three poetry collections in the
context of the significant features of the literature written during the Anu Gandhi era.
c. Critical evaluation of the book ‘Baribahar’ by Kavi Anmol in the context of the theme,
contemporary conditions, and characters.


MODULE II: CRITICAL REVIEW OF THE GUJARATI NOVELS
Unite 4: Saraswat Chandra by Govardhan Ram Tripathi (Volume 1)
a) Writers style of writing and analysis of theme with reference to the story.
b) Significance and connections between the main and supporting characters with
reference to the storyline.
c) Reflection on contemporary society and value system.
Unit 5 . Prithviwallabh by Kanhayalal Munshi
a) Writers style of writing and analysis of theme with reference to the story.
b) Significance and connections between the main and supporting characters with
reference to the storyline.
c) Reflection on contemporary society and value system.
Unit 6: Nanda Shankar Mehta’s ‘Karan Ghelo; Gujaratno chhello Rajput Raja’
a) Writers style of writing and analysis of theme with reference to the story.
b) Significance and connections between the main and supporting characters with
reference to the storyline.
c) Reflection on contemporary society and value system.
MODULE III : INTERNAL ASSESSMENT (2 Credits)

Sr. No Particulars Marks
1 Task/Assignment/ Activity for each module held in the
semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40

Page 145

142 Any two of the following tasks:
1. Write a reflective report on the Umashankar Joshi’s poetic collection book ‘Nishit’
composed in Post Gandhian era.
2. Prepare a scrap book comprising of….
a. the literary creation of Poets and authors during the Pandit era and
b. a graphic representation of the unique features during this time
3. Prepare a multimedia presentation on the work of any of the writer’s styles of literature.
4. Critically review any two novels written by popular novelists (other than given in the
syllabus) in the context of their style, choice of characters, and influence of any particular
philosophy (of the given era) reflected in the storyline. Present the paper comparing the
features.
5. Review the literature of your choice written during the A nu Gandhi Era and Identify the
trends and styles of these literature
References:
Online links
Unit 1
https://www.indianetzone.com/49/nationalist_writers_modern_gujarati_literature.htm
https://www.matrubharti.com/book/11742/bhadram -bhadra -1 (PDF)
Unit 2
https://www.nationalheraldindia.com/opinion/gandhi -in-gujarati -folklore
https://en.wikipedia.org/wiki/Jhaverchand_Meghani
https://en.wikipedia.org/wiki/Indulal_Yagnik
Unit 3
https://www.matrubharti.com/book/5974/bari -bahar (PDF)
https://en.wikipedia.org/wiki/Rajendra_Shah_(author)
Unit 4
https://en.wikipedia.org/wiki/Saraswatichandra_(novel)
https://www.marrugujarat.in/2018/07/saraswatichandra -part-1-to-4-by.html (PDF)
Unit 5
https://en.wikipedia.org/wiki/Prithivivallabh
Unit 6 https://en.wikipedia.org/wiki/Karan_Ghelo

Page 146

143 SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: GERMAN( ANCILLARY)
COURSE NAME: GERMAN LANGUAGE 2 (A2)

Total Credits: 06
Total Marks: 100

Note: Basic language proficiency of A1 level as per the Common European Reference
Framework is necessary for this course. Candidates should have completed (passed) A1 at Max
Mueller Bhavan / Goethe Institut / equivalent course at University of Mumbai / any other
university OR Standard 11 and 12 with German OR any other qualification equivalent to A1.
Note: Basic language proficiency of A1 level as per the Common European Reference
Framework is necessary for this course. Candidates should have completed (passed) A1 at
Max Mueller Bhavan / Goethe Institut / equivalent course at University of Mumbai / any
other university OR Standard 11 and 12 with German OR any other qualification equivalent to
A1.

Learning Objectives:
1. To obtain knowledge of German (CEFR Level A2.2 or A2).
2. To make use of basic language structures of German.
3. To demonstrate a global and fine understanding of simple German texts.
4. Improve pronunciation and reading.
Learning Outcomes:
By the end of the course, students will be able to:
1. Recall and choose appropriate phrases to interact in different social contexts.
2. Apply language skills of reading, listening, understanding, speaking and
writing (CEFR Level A2.2).

MODULE I: DAS LEBEN UND DAS LERNEN (2Credits)

Unit 1: Gelernt ist gelernt!
a) Sprachhandlungen Lernprobleme verstehen und beschreiben | Ratschläge verstehen
und geben | etwas begründen | Berichte über den Berufsalltag verstehen | über den
Berufsalltag sprechen | eine Radioreportage verstehen | eine Mini -Präsentation
verstehen und machen
b) Wortschatz Lernen | Prüfung | Präsentation
Aussprache b, d und g am Wortende
Landeskunde Generationenprojekte in D -A-CH Der Film Ich muss auch
üben! |Ausbildung und Praktikum
c) Grammatik Sätze verbinden: denn, weil | Konjunktiv II: sollte (Ratschläge) |

Page 147

144 Genitiv: Name + -s | temporale Präpositionen: bis, über + Akkusativ, ab +
Dativ

Unit 2: Sportlich, sportlich!
a) Sprachhandlungen Begeisterung, Hoffnung, Enttäuschung ausdrücken | Fan-
Kommentare verstehen und schreiben | Folgen formulieren | Vorschläge machen und
reagieren | sich verabreden | einen Bericht über einen Ausfl ug verstehen | schwierige
Texte verstehen | eine Sehenswürdigkeit vorstellen
b) Wortschatz Sport | Fans | Verabredungen
Aussprache Unterscheidung von r und l
Landeskund e Geocaching | Sehenswürdigkeiten in Luzern Der Film Echte Fans
|Verrückt, oder?
c) Grammatik Sätze verbinden: deshalb, trotzdem | Verben mit Dativ und Akkusativ

Unit 3: Zusammen leben
a) Sprachhandlungen sich beschweren, sich entschuldigen, einlenken | um etwas bitten
| Erfahrungsberichte verstehen | über Vergangenes berichten | über Haustiere sprechen
| auf Informationen reagieren | eine Geschichte schreiben und korrigieren
b) Wortschatz Wohnen | Konflikte im Haus | Umziehen | Tiere
Aussprache Satzakzent und Wortgruppenakzent
Landeskunde Haustiere in Deutschland Der Film „Suche Wohnung auf dem Land“
| Der neue Mitbewohner
c) Grammatik Konjunktiv II: könnte (höfliche Bitten) | Nebensätze mit als und wenn

MODULE II: (FREI) ZEIT UND KLISCHEES (2Credits)

Unit 4: Gute Unterhaltung!
a) Sprachhandlungen über Musikstile sprechen | Konzertkarten kaufen | einen Musiker /
eine Band vorstellen | Zeitungsmeldungen verstehen | genauere Informationen zu
Personen geben | Informationen über Malerei verstehen | eine Bildbeschreibung
verstehen | ein Bild beschreiben
b) Wortschatz Musik | Bildbeschreibung
Aussprache Rückfragen
Landeskunde Deutsche Kultur -Rekorde | Prominente | Malerei gestern und heute Der
Film Hinter der Kulisse | Kamera läuft!
c) Grammatik Interrogativartikel Was für ein(e) …? | Pronomen man/jemand/niemand
und alles/etwas/nichts | Relativsätze im Nominativ

Unit 5 : Wie die Zeit vergeht!
a) Sprachhandlungen über Wünsche sprechen | Wünsche äußern | Ratschläge geben |
ein Gespräch verstehen | gemeinsam etwas planen | andere etwas fragen | einen Text
verstehen | Informationen austauschen | über Sprichwörter sprechen | eine Geschichte
schreiben

Page 148

145 b) Wortschatz Zeit
Aussprache Satzakzent: wichtige Informationen betonen
Landeskunde Sprichwörter Der Film Alles ist anders! | Endlich mehr Zeit!
c) Grammatik Konjunktiv II (Wünsche, Ratschläge) | Verben mit Präposition | W-
Fragen mit Präposition: Auf wen? Worauf?

Unit 6 : Typisch, oder?
a) Sprachhandlungen Informationen über andere Kulturen verstehen | über Benehmen
sprechen | Absichten ausdrücken | die passende Anrede verwenden | Tipps in einem
Text verstehen | über Anredeformen sprechen | nähere Informationen geben | über
Klischees sprechen | Klischees recherchieren und darüber schreiben
b) Wortschatz Feste | Klischees
Aussprache Aussage als Frage intonieren
Landeskunde Traditionen | Benehmen und Höflichkeit | Du oder Sie | Klischees Der
Film Das ist doch kein Berliner! | Ein toller Film!
c) Grammatik Nebensätze mit damit und um … zu | Relativsätze im Akkusativ

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr. No Particulars Marks
1. Task/ Assignment/ Activity for each module held in the
semester (2X10) 20
2. One periodical class test given in the given semester 15
3. One essay test held in the given semester 05
Total 40

For Oral Examination:
1. Self-introduction
2. Reading a text out loud
3. Picture description
4. Dialog with partner
5. Discussion with partner



Text Books:
 Dengler, Stefanie, u.a.: Netzwerk A2. Deutsch als Fremdsprache. Kursbuch und
Arbeitsbuch. (Kapitel 7-12) München / Delhi: Klett Langenscheidt / Goyal Saab 2015
Additional material may be compiled and used by the teacher.

Reference Books:

Page 149

146  Aufderstraße, Hartmut, u.a. : Lagune 2. Deutsch als Fremdsprache. Kursbuch und
Arbeitsbuch. Ismaning: Max Hueber Verlag 2014.
 Breitsameter, Anna, Glas-Peters, Sabine, Pude, Angela, Specht, Franz: Menschen A2.
Deutsch als Fremdsprache. Arbeitsbuch. Ismaning: Hueber 2013
 Funk, Hermann, u.a.: Studio d - Grundstufe: A2. Berlin / New Delhi: Cornelsen / Goyal
Saab 2013
 Any other textbook for A2.1 / A2 level proficiency (corresponding to the topics in the
syllabus) may be used as a reference book.
Web Links:
https://einstufungstests.klett -sprachen.de/eks/uebungen -netzwerk -a2/

Page 150

147 SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: HISTORY (SCHOOL SUBJECT)
COURSE NAME: HISTORY OF CONTEMPORARY INDIA
(1947 -2000)

Total Credits: 06
Total Marks: 100


Learning Objectives:
1. To comprehend the problems of India after independence and partition.
2. To understand the socio - economic developments of post-independent India.
3. To analyse the political trends of the period.
4. To comprehend the making of Indian Constitution
5. To critically analyse National Emergency by Indira Gandhi and the role of the J.P.
Movement.


Learning Outcomes:
By the end of the course, students will be able to:
1. Examine the process of integration of Princely States in India and analyze the role of
Sardar Patel in it and the Making of the Indian Constitution
2. Analyze the social and economic reforms of Pandit Jawaharlal Nehru and their impact
on Indian Society and the Economy
3. Understand the rise of Lal Bahadur Shastri and Indira Gandhi and the reforms made by
them
4. Analyse the imposition of the National Emergency by Indira Gandhi and the role of
the J.P. Movement
5. Comprehend the achievements and failures of the Janata Government and analyze the
return of the Congress to power
6. Discuss the Main trends in Contemporary India

Page 151

148 MODULE I : POST -PARTITION AND POST -COLONIAL POLITICAL
DEVELOPMENTS (2 Credits)
Unit 1: Nehru Era
a) Post-Partition Problems
b) Making of Indian Constitution
c) Socio -Economic Reforms


Unit 2: Post Colonial Political Developments (1947 -1964)
a) Integration of Princely States
a) Linguistic Reorganization of States
b) Foreign Policy of Nehru


Unit 3: Political, Social and Economic Developments (1964 CE - 1971 CE )
a) Lal Bahadur Shastri (1964 -1966)
b) Rise of Indira Gandhi
c) Reforms of Indira Gandhi


MODULE II: CONTEMPORARY INDIA (2 Credits)
Unit 4: Emergency and Aftermath (1971 CE - 1984 CE)
a) Emergency - Causes and Consequences
b) Janata Government – Achievements and Failure
c) Return of the Congress to Power


Unit 5 : Socio -Economic and Political Developments (1984 CE - 2000 CE )
a) Rajiv Gandhi’s Reforms
b) Mandal Commission and Reservation Policy
c) New Economic Reforms (1991)


Unit 6: Main trends in Contemporary India
a) Insurgency Movements (Punjab, Nagaland and Assam)
b) Empowerment of Women
c) Science and Technology

Page 152

149
MODULE III : INTERNAL ASSESSMENT (2 Credits)

Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Task/Assignments (Any Two)
1) Prepare a character sketch of Lal Bahadur Shastri
2) Make a presentation on NEP
3) Engage in Debate on Emergency in India
4) Group discussion on empowerment of women
5) Watch the documentary film on any Indian freedom fighter and write a report


References:
 Ananth, Krishna V., India Since Independence: Making Sense of Indian Politics,
Pearson India, 2009
 Austin, Granville, The Indian Constitution: Cornerstone of a Nation, OUP, New Delhi,
1999
 Bandyopadhyay Sekhar, From Plassey to Partition, A History of Modern India, Orient
Longman, 2004.
 Brass, Paul, R. (ed.), The New Cambridge History of India: The Politics of India since
Independence, Cambridge University Press, Cambridge. 1990.
 Chatterjee, Partha (ed.), State and Politics in India, Oxford University Press, New
Delhi, 1997.
 Chandra, Bipan et al., India after Independence, Penguin India Ltd, Paperback, 2000.
 Chaurasia, Radhey Shyam, History of Modern India, 1707 A. D. to 2000 A. D., Atlantic
Publisher & Distributors, 2002.
 Chima Jugdeep, The Sikh Separatist Insurgency in India: Political Leadership and
Ethnonationalist Movements, Sage Publications Pvt. Ltd; New Delhi, 2008

Page 153

150  Das Kumar Samir, Governing India's Northeast: Essays on Insurgency, Development
and the Culture of Peace, Springer publishers, New Delhi, 2013.
 Dreze, Jean and Sen Amartya, India: Economic Development and Social Opportunity,
Clarendon, Oxford University Press, Oxford, 1998.
 Dutt, V.P, India’s Foreign Policy, Vikas Publishing House, New Delhi, 1984.
 Gopal, Sarvepalli, Jawaharlal Nehru -A Biography, Vol. 2 (1947 -56), London and
Delhi, 1979.
 Grover, B.L. & Grover S., A New Look at Modern Indian History (1707 – present -day),
S. Chand and Company, New Delhi, 2001.
 Guha, Ramchandra, India after Gandhi: The History of the World’s Largest
Democracy, Pan Macmillan India, 2017.
 Guha, Ramchandra, Makers of Modern India, Penguin Books, New Delhi, 2012
 Gupta, Sisir, K., Kashmir: A Study in Indian Pakistan States, London, 1967.
 Hasan, Zoya, Jha, S.N., Rasheeduddin Khan, (eds.), The State, Political Processes and
Identity, New Delhi, 1989.
 Joshi Vijay, New Economic Reforms, Clarendon Press, Noida, 1996.
 Keer, Dhananjay, Dr Babasaheb Ambedkar: Life and Mission, Popular Prakashan,
Bombay.
 Kumar Dharma (ed.), The Cambridge Economic History of India, Vol. II, c. 1757 -2003,
Orient Longman in association with Cambridge University Press, New Delhi, 2005.
 Kulke, Hermann and Rothermund, Dietmar, A History of India, Routledge, 3rd Edition,
1998.
 Majumdar, R.C., Comprehensive History of India, Vol.3 (Part III), People’s Publishing
House.
 Nanda, S.P., History of Modern India (1707 – Present Time), Dominant Pub, New Delhi
2012.
 Nanda B.R. Making of a Nation: India’s Road to Independence, Delhi, 1998.
 Omvedt, Gail, ‘Dalits and Democratic Revolution’ - Dr Ambedkar & the Dalit
Movement in Colonial India, Sage Publication, New Delhi, 1994
 Rothermund Dietmar, An Economic History of India: From Pre-Colonial Times to
1991, Routledge, New York, 1993
 Roy Tirthankar, The Economic History of India, 1857 –2010, Oxford University Press,
New Delhi, 2020.
 Sonal Ashish, Terrorism and Insurgency in India: A Study of the Human Element,
Lancer Publishers, New Delhi, 2006

Page 154

151  Tripathi, Dwijendra, The Oxford History of Indian Business, Oxford University Press,
New Delhi, 2004.
 Tyson, Geoffrey, Nehru: The years of Power, Victor Gollancz, London, 1966.


 Additional References:
 Basu, D. D., An Introduction to the Constitution of India, Lexix Nexis, 22nd Edition,
2015
 Brass, Paul, R. (ed.), The New Cambridge History of India: The Politics of India since
Independence, Cambridge University Press, Cambridge. 1990.
 Chakrabarty, Bidyut & Pandey, Rajendra Kumar, Modern Indian Political Thought,
Text and Context, Sage Publications, 2009.
 Chakravarti, Aroop, The History of India (1857 – 2000), Pearson, New Delhi, 2012.
 Chopra, P.N., Puri B.N, Das M.N, Pradhan A.C, A Comprehensive History of Modern
India, Sterling Publishers 2003.
 Desai, A.R., Social Background of Indian Nationalism, Popular Prakashan, Bombay,
1976.
 Majumdar, Raychauduri and Datta, An Advanced History of India, Modern India, Part
III, Macmillan and Co. Ltd, London, 1963.
 Pylee M. R., Constitutional History of India, S. Chand & Co. Ltd, New Delhi, 2011
 Rammohan E., Counter Insurgencies in India: An Insider View, VIJ Books, New Delhi,
2011.

Page 155

152
SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: GEOGRAPHY (SCHOOL SUBJECT)
COURSE NAME: GEOGRAPHY OF ENVIRONMENT

Total Credits: 6
Total Marks: 100

Learning Objectives:
1. To develop a basic understanding about Fundamentals of Environmental Geography.
2. To comprehend the basics of Ecosystem and its structure.
3. To understand Biogeochemical cycles and concepts associated with it.
4. To learn about Contemporary Environmental Issues.
5. To develop awareness about Major Environmental Movements and Laws.
6. To appreciate Natural Resources and Biodiversity.

Learning outcome:
By the end of the course, students will be able to
1. Describe the basic concepts and the place of different disciplines in the school
curriculum
2. Explain Geography as a subject and indicate the essentials of teaching Geography.
3. Discuss the approaches of curriculum construction.
4. Recall different types of teaching - learning resources, different methods and techniques
of teaching Geography.
5. Describe essentials of a Geography teacher.
6. Identify current trends in the Geography subject



MODULE I: FUNDAMENTALS OF ENVIRONMENTAL GEOGRAPHY,
ECOSYSTEM AND ENVIRONMENTAL ISSUES (2 Credits)

Unit 1: FUNDAMENTALS OF ENVIRONMENTAL GEOGRAPHY
a) Definition, Meaning of environment and Environmental Geography: Concepts and
Contents
b) Nature, scope and importance
c) Man' s interaction with Environment, Relationship of Environmental geography with
other sciences

Page 156

153 Unit 2 : ECOSYSTEM STRUCTURE AND FUNCTIONS
a) Ecosystem - meaning and definition and its Structure
b) Functions: Energy flow in ecosystem, food chains, food webs, food pyramid
c) Classification of Ecosystem detail study of Desert, Rainforest and fresh water lake
ecosystem

Unit 3: BIOGEOCHEMICAL CYCLES
a) Hydrological
b) Carbon
c) Nitrogen Cycle

MODULE II : ENVIRONMENTAL ISSUES, MOVEMENTS AND LAWS, NATURAL
RESOURCES AND BIODIVERSITY (2 Credits)

Unit 4: CONTEMPORARY ENVIRONMENTAL ISSUES
a) Pollution - Air and Water Pollution - causes, effects
b) Land and Noise Pollution - causes, effects
c) Major environmental issues - global warming, Ozone depletion and acid rain

Unit 5: MAJOR ENVIRONMENTAL MOVEMENTS AND LAWS
a) Environmental movement
b) Save Amazon forest or Green peace Movement, Chipko movement, Save Narmada
c) Environmental Law and Theory (Property Rights, Citizen’s Rights, Nature’s Rights)
Unit 6: NATURAL RESOURCES AND BIODIVERSITY
a) Natural resources - meaning, definitions and importance, Types of natural resources
b) Causes of depletion and methods/measures of natural resources conservation
c) Biodiversity in India and its conservation

MODULE III : INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40

Task/ Assignments (Any two):
1) Map Filling - World
2) Interpretation or question answer on thematic maps drawn with techniques -
Choropleth Maps, Isopleth,

Page 157

154 3) Interpretation or question answer on thematic maps drawn with techniques - Dot
Maps and Flow Maps
4) Explain any one Sustainable practice for Conservation of Natural Resources.
5) Prepare two environmental games for std 10

References:
 Asolekar S, Gopichandran R. 2005, 'Preventive Environmental Management –an Indian
perspective', CEE, Ahmedabad, Foundation Books Pvt. Ltd, Daryaganj
 Chambers N., Simons C., Wackernagel M., 2006, 'Sharing Nature's Interest –
Ecological footprints as an indicator of sustainability'.
 Cunningham W., Cunningham M., 2003, 'Principles of Environmental Science –
Inquiry
 Applications', Tata McGraw Hill Publication Company Ltd, New Delhi.
 Doniwal H. K., 'Urban Geography', GNOSIS, Delhi, 2009.
 Dresner S., 2005, 'The principles of sustainability', Earth scan publication Ltd, London.
 Gandotra V., Patel S., 2008, 'Environmental problems and strategies', Serials
Publication, New Delhi
 Global Environment Outlook 3 -2002, 'Past, present and future perspectives', UNEP,
Earths can publications Ltd, London, Sterling VA.
 Hulse J. H., 2007, 'Sustainable Development at risk -Ignoring the past', Cambridge
University Press India Pvt Ltd., New Delhi.
 Mohanta R., Sen A., Singh M.P., 2009, 'Environmental Education -Vol. 1',
APH Publishing Corporation New Delhi.
 Nellison N., Straaten J. Van D. & Klinkers L., 2001, 'Classics in Environmental
Studies – anoverview of texts in Environmental Studies', Kusum Publishing, Delhi
 Perumal M., Veerasekaran R., Suresh M., Asaithambi M., 2008, 'Environmental and
Ecological issues in India', Abhijeet Publication, Delhi

Page 158

155
SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: ECONOMICS (SCHOOL SUBJECT)
COURSE NAME: MICROECONOMICS – II

Total Credits: 6
Total Marks: 100

Learning Objectives:
1. To understand the concepts of production, cost and revenue.
2. To understand breakeven analysis.
3. To understand characteristics of various market structures.
4. To understand how firms attain equilibrium.
Learning Outcomes:
By the end of the course, students will be able to:
1. construct isoquants and isocost lines.
2. understand the various laws of production.
3. differentiate between various concepts of cost.
4. analyse the relationship between various concepts of revenue.
5. compare equilibrium of firms in different market structures.

MODULE I : PRODUCTION, COST, REVENUE, BREAK EVEN
ANALYSIS (2 Credits)

Unit 1 : Production
a) Production and Production Function – Isoquants Construction – Types - Properties
b) Isocost Line – Construction - Producer’s Equilibrium
c) Law of Variable Proportions – Returns to Scale – Economies And Diseconomies

Unit 2 : Cost and Revenue
a) Concepts Of Cost – Money, Real, Social, Private, Explicit, Implicit, Accounting,
Economic, Opportunity, Fixed, Variable, Short Run, Long Run
b) Relationship between TC, AC and MC – Short Run and Long Run - Calculation
c) Relationship between TR, AR And MR under Perfect Competition and Imperfect
Competition


Unit 3 : Monopolistic Competition and Oligopoly
a) Features of Monopolistic Competition

Page 159

156 b) Monopolistic Competition: Equilibrium in the Short Run and Long Run
c) Features Of Oligopoly

MODULE II: EQUILIBRIUM IN DIFFERENT MARKET
STRUCTURE (2Credits)

Unit 4: Perfect Competition
a) Characteristic Features
b) Conditions for Equilibrium using TR-TC And MR-MC Curves
c) Equilibrium in the Short Run and Long Run

Unit 5: Monopoly
a) Characteristic Features, Sources of Monopoly Power
b) Conditions for Equilibrium using TR-TC and MR-MC Curves
c) Equilibrium in the Short Run and Long Run

Unit 6: Monopolistic Competition and Oligopoly
a) Features of Monopolistic Competition
b) Monopolistic Competition: Equilibrium in the Short Run and Long Run
c) Features of Oligopoly

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr. No Particulars Marks
1. Task/ Assignment/ Activity for each module held in the
semester (2X10) 20
2. One periodical class test given in the given semester 15
3. One essay test held in the given semester 05
Total 40

Tasks/ Assignments (Any Two)
1) Concept map on Construct isoquants and isocost lines
2) Analyse the Oligopoly in Alumnium productions, mobile phones and News Media and
prepare a booklet on the same
3) Analyse and write a repot on Monopoly in different Hotal industry
4) PPT presentation on famine and economoy in India 2022
5) Prepare two articles on equilibrium in different market structure

Page 160

157
References:
 Ahuja. H. L. (2019): Advanced Economic Theory -Microeconomic
Analysis, (LPSPE), 21st Edition. S. Chand Publishing.
 Mankiw, N. G. (2015): Principles of Microeconomics, 7th Edition. Cengage Learning
India Pvt. Ltd.
 Koutsouyiannis, A. (1979) Modern Microeconomics, 2nd edition. Macmillan. 4.
Samuelson, P. A. and Nordhaus, W. D. (2019): Economics, 20th edition
(Indian Adaptation -S. Chaudhuri and A. Sen). Mc Graw Hill Education.
 Frank, R. H. and Bernanke, B. (2007): Principles of Economics, 3rd Edition, Mc Graw
Hill Education.
 Lipsey, R. and Chrystal, A (2015): Economics, 13th Edition. Oxford University Press,
India.

Page 161

158 SEMESTER II
PART III-CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE : MATHEMATICS AND STATISTICS
COURSE NAME: BASIC CONCEPTS OF ALGEBRA

Total Credits: 06

Total Marks: 100 Marks
Learning Objective:
1) To develop an understanding of the basic concepts of Algebra.
2) To apply the understanding of the basic concepts of Algebra in a given new situation
3) To examine the solution for the problems on the basic concepts of Algebra.
4) To appreciate the utility of the basic concepts of Algebra.
5) To acquire the Graph drawing skill.


Learning Outcomes:

After completing the semester, the students will be able to:

1. Explain the basic concepts of Algebra.
2. Analyse the basic concepts of Algebra.
3. Examine the accuracy of the given solution to the problems based on the basic
concepts of Algebra.
4. Determines interlink between the concepts of Algebra.
5. Reflect on the utility of the basic concepts of Algebra.
6. Draw the Graphs for the standard functions.


Module I: Functions and Limits

Unit 1 - Functions and Graphs –

a) Definition of function, domain and range, properties of function – onto, one -to one,
bijection, bounded function, odd and even functions, periodic functions.
b) Inverse of a bijection, composite of two functions (when defined).

Page 162

159 c) Graphs of standard function – identity function, constant function, linear function,
absolute function, quadratic function, square and cube functions, step function, reciprocal
(1/x), square root function, log and exponential function, Sin x and Cos x.
Unit 2 – Limits and Continuity

A) Definition of a limit, left and right -hand limit

B) Results on limits; Sandwich theorem

C) Continuous and discontinuous functions, results on continuous
functions; applications of continuous functions (Intermediate Value and
Boundedness theorem)
Unit 3 – Practicals

i. Properties of functions

ii. Inverse of functions

iii. Graphs of standard functions and combination of functions

iv. Limits of a functions (Using definition)

v. Left- and right -hand limits

vi. Continuous functions

Module II: Integers

Unit 4 – Finite Induction and GCD

a) Statements of well-ordering property of non-negative integers, principle of finite
induction (first and second) as a consequence of well-ordering property
b) Binomial theorem for non-negative exponents, pascal’s triangle.

c) Divisibility in integers, division algorithm, greatest common divisor (g.c.d.) and least
common multiple (l.c.m) of two integers, basic properties of gcd such as existence and
uniqueness of g.c.d. of integers a and b, g.c.d can be expressed as ma+nb, m, n are integers.
Euclidean algorithm, Primes, Euclid’s lemma.

Page 163

160 Unit 5 – Counting Principles

a) Addition and multiplication principles, distributions of distinct and non-distinct objects,
b) Multinomial coefficients, combinatorial interpretations, multinomial theorem (without
proof), applications.
c) Pigeonhole Principle (statement only) with applications
Unit 6 – Practicals

i. Finite induction
ii. Binomial theorem
iii. Division algorithm and GCD
iv. Addition and multiplication principles
v. Multinomials
vi. Pigeonhole principle
MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr. No Particulars Marks
1. Task/ Assignment/ Activity for each module held in the
semester (2X10) 20
2. One periodical class test given in the given semester 15
3. One essay test held in the given semester 05
Total 40

Task/Assignments: (Any tw)

(i) Assessment of Practical components will be based on Unit 3 of Module I and Unit 6 of
Module II.
(ii) Assessment of Practical component
1. Journal
2. Viva -voce
3. Practical tes

References:

1) tCounting. Khee -meng Koh, & Eng Guan Tay. World Scientific, 2002 2. Discrete
Mathematics, Norman L. Biggs, Revised Edition, Clarendon Press, Oxford 1989.

Page 164

161 2) Elementary Number Theory : David Burton ; Tata McGraw Hill (Walter
RudinSeries), Indian Edition.
3) Graph Theory. Volume 3 of Mathematical Olympiad series. Bin Xiong,
Zhongyi Zheng. World Scientific, 2010
4) Introduction to the theory of numbers, I. Niven and S. Zuckerman, Third
Edition, Wiley Eastern, New Delhi, 1972.
5) Master Maths: Solving Word Problems. Brita Immergut. Cengage Learning
PTR. 2009
6) Problem solving Strategies. Arthur Engel. Springer. 1991
7) The mathematics that Every Secondary School Teacher Needs to Know. Alan
Sultan & Alice F. Artzt. Routledge. 2011

Page 165

162


SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: PSYCHOLOGY ( JUNIOR COLLEGE)
COURSE NAME: DEVELOPMENTAL PSYCHOLOGY

Total Credits: 06
Total Marks: 100

Learning Objectives:
1) To comprehend the basic concepts of Human Development processes
2) To grasp principles, perspectives and modern trends in Developmental psychology
3) To understand the factors influencing development
4) To develop awareness about the characteristics of different developmental stage
5) To understand the adolescence stage

Learning Outcomes:
By the end of the course, students will be able to:
1) Explains the process of human development
2) Grasp the principles of developmental psychology
3) Explains the modern trends of developmental psychology
4) Expounds the factors affecting development psychology
5) Differentiate the different stages of development


MODULE 1: BASICS OF DEVELOPMENT (2 Credits)
Unit 1: Understanding Human Development
a) Life in formation - Fertilization, determination of sex, pre natal development and
stages.
b) Meaning, nature and principles of development
c) Types of development and factors influencing development

Unit 2: Aspects of Development during Childhood
a) Characteristics and needs of prenatal, Infancy and Toddlerhood stage
b) Early childhood and childhood stage
c) Role of Family and School in developmental process

Unit 3: Aspects of Development during Adolescence stage
a) Characteristics and needs of Adolescence stage

Page 166

163 b) Challenges during Adolescence stage
c) Role of Family and School in Adolescence developmental process
MODULE II : APPROACHES IN STUDYING HUMAN DEVELOPMENT
(2 Credits)

Unit 4: Aspects of Child development
a) Child Development as a multidimensional concept within a pluralistic society
(physical, Emotional and Social)
b) Impact of different parenting styles on child development.
c) Child development in socio - cultural context: Interplay of poverty, caste, gender and
tribal communities.

Unit 5: Issues and Implications of Child Development
a) Changing family structure
b) Attachment and bonding
c) Experiences of childhood trauma

Unit 6 : Issues and Implications of Child Development
a) Changing family structure
b) Attachment and bonding
c) Experiences of childhood trauma

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40

Tasks/Assignments (Any Two)

1) Seminar presentation related to any topic on Adolescent issues
2) Case study of a special child
3) Presentation of stages of development
4) Reflective journal on self
5) Seminar presentation on Learning disability

Page 167

164


References:
 Feldman, R.S., Babu, N. (2018). Development Across the Life Span. Pearson
Publication. 
 Berk, L. E. (2006). Child Development. (7th Ed). New Delhi: Pearson Education
Dorling Kindersley (India) Pvt Ltd.
 Crandell, T. L., Crandell, C. H., and Zanden, J. W. V. (2009). Human Development.
(9th Ed). New York: McGraw Hill co. Inc
 Papilia, Diane E., Sally Wendos Olds (2005). Human Development. 9th Edition. Tata
McGraw Hill Publishing Co.
 Hurlock, E. (1980). Developmental Psychology. Tata McGraw Hill Publishing. 3.
Shaffer, David R. (1993). Developmental Psychology. IV Edition Brooks / Cole
Publishing Company. 
 Smith, Barry D. (1998). Psychology Science and Understanding The McGraw -Hill
Company. 
 Santrock, John W. (2007). Adolescence. 11th edition. Tata McGraw Hill Publishing
Company.
 Santrock, John W. (2007). Child Development. 11th edition. Tata
McGraw Hill Publishing Company 

Page 168

165


SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: SOCIOLOGY ( JUNIOR COLLEGE)
BASIC CONCEPTS IN SOCIOLOGY

Total Credits: 06
Total Marks: 100

Learning Objectives:
1) To understand the basic concepts in sociology.
2) To familiarize students with the theoretical aspects of different concepts.
3) To develop relevance of these concepts in everyday life.
Learning Outcomes:
By the end of the course, students will be able to:
1) Explain the basic concepts in sociology.
2) Gain deeper and coherent understanding of sociological agencies and Institutions
3) Articulate an analytical viewpoint with the help of sociological concepts.
4) Critically review the sociological interactions in everyday life

MODULE I: FOUNDATIONS OF SOCIOLOGY – I (2 Credits)

Unit 1: Society & Groups
a) What is Society? : Definition & Meaning, Types of Societies: Hunting &Food
Gathering Societies, Modern Industrial and Post- Industrial Society
b) Groups: Definition & Meaning, Primary Group & Secondary Groups: Meaning &
Characteristics
c) In- group, Out –group, & Reference groups.

Unit 2: Socialization
a) Socialization: Definition & Meaning
b) Agencies of Socialization: Family, School, Peer group and Mass -Media Gender
Socialization, Political Socialization, Occupational/ Professional Socialization
c) Resocialization

Unit 3: Culture
a) Culture: Meaning, Definition and Components of culture
b) Characteristics of Culture
Cultural Diversity, Cultura l Universals, Ethnocentrism, Cultural Relativity,

Page 169

166 c) Sub Culture and Counter Culture

MODULE II: FOUNDATIONS OF SOCIOLOGY – II (2 Credits)

Unit 4: Social Institutions
a) Marriage: Definition & Meaning
Patterns in marriage – Endogamy, Exogamy, Monogamy,Polygamy
Patterns of Descent: Patrilineal, Matrilineal, Bilateral
b) Family: Definition & Meaning,
Functions of Family Variations in Family Structure: Traditional &
Contemporary
c) Religion: Definition & Meaning, Functions of religion
Types: Magic, Sect and Cult, Totemism, Naturism,
Animism, Monotheism, Polytheism

Unit 5: Social Interaction in Everyday life
a) Daily life encounter – Verbal and Non -Verbal Communication (Face, Body, Gestures)
b) Interaction in cyberspace
c) Advantages and disadvantages of virtual communication

Unit 6: Social Stratification
a) Concept of Social Stratification
b) Types of Social Stratification and Discrimination: Age, Caste, Class, Gender, Race,
Religion and Differently Abled.
c) Social Mobility: Definition , Types of Social Mobility - Vertical,
Horizontal, Intergenerational, Intra Generational

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr. No Particulars Marks
1. Task/ Assignment/ Activity for each module held in the
semester (2X10) 20
2. One periodical class test given in the given semester 15
3. One essay test held in the given semester 05
Total 40

Tasks/Assignments ( Any Two)

1) Write an essay on varieties of World Religions.
2) ‘Are we prisoners of Culture’? – Critically analyse.
3) Evaluate the advantages and disadvantages of virtual interactions

Page 170

167 4) Group presentation on ‘Interaction in cyberspace’
5) A video on different cultural practices of India

References:
 C N Shankar Rao, Sociology: Principles of Sociology (2019), S.Chand Pub.(Chapter
2,3,6,8,17,27) 
 John J.Macionis, Sociology 16th Edition (2018) , Pearson.
(Chapters:4,5,6,8,10,13,14,15,18,19, &23)
 Dasgupta and Saha (2012) An introduction to Sociology, Pearson 
 Giddens, Anthony (2017) Sociology (8th edition), Atlantic Publishers (Chapter:
5,14,16,21) 
 Haralambos M and Heald (2009) Sociology Themes and Perspectives. New Delhi
Oxford University Press
 Julia Jary and David Jary (2005) Dictionary of Sociology Collins
 Macionis, John (2005) Sociology (10th edition) Prentice Hall
 Marshall Gordon. Dictionary of Sociology New Delhi Oxford University Press
 Schaefer Richard Sociology A Brief Introduction (2006) sixth edition Tata McGraw
Hill New Delhi 
 Schaeffer and Lamm (1998) Sociology (6th edition) McGraw Hill
 Stolley S, Kathy (2005) The Basics of Sociology, Greenwood Press .(Chapter 
: 3,4,6,8,)

Page 171

168

SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: PHILOSOPHY ( JUNIOR COLLEGE)
SOCIO -POLITICAL PHILOSOPHY

Total Credits: 06
Total Marks: 100

Learning Objectives:
1) To understand the nature of Social and Political Philosophies as a branches of
Philosophy.
2) To become aware of the scope and relevance of Social Philosophy.
3) To acquaint with major themes and debates in Socio -political philosophy regarding
social stratifications, diversities and liberty, equality and justice.

Learning Outcomes:
By the end of the course, students will be able to:
1) Explain the basic notions in Socio -political philosophy.
2) Concept mapping of various types of diversity.
3) Appraise values of liberty, equality and justice from different theoretical perspectives.

MODULE I - SOCIAL PHILOSOPHY (2 Credits)

Unit 1: Nature, Scope of Social Philosophy and Perspectives on Marriage, family and
Gender
a) Nature & Scope of Social Philosophy
b) Perspectives on Family & Marriage, Contemporary trends in Family and Marriage –
Single Parent families, Live – in relationships, Gay marriages
c) Feminist Perspective on gender as a construct, Claims of Masculinity

Unit 2 Exploitation: Class and race
a) Hegel’s notion of Recognition: significance of the Master -Slave dialectic.
b) Frantz Fanon’s postcolonial critique of racism: inadequacy of Hegelian
master -slave dialectic; Fanon’s Justification of anti-colonial violence.
c) Karl Marx: Historical Materialism account of history;
d) Marx’s analysis of capitalism and exploitation.

Unit 3 : Response to Diversity (Engagement & Tolerance)

Page 172

169 a) Liberalism and multiculturalism: the problem stated. Will Kymlicka: culture and
freedom; Brian Barry’s egalitarian critique of multiculturalism.
b) An analysis of the concept of toleration in liberalism; John Locke’s justification
of religious toleration; toleration as ‘recognition’
c) Philosophy of War: Militarism -realism, just war and pacifism

MODULE II : POLITICAL PHILOSOPHY (2 Credits)

Unit 4: Nature, Scope and Major Concepts of Political Philosophy
a) Nature & Scope of Political Philosophy
b) State & Nationalism
c) Liberalism, Conservatism and Socialism

Unit 5 Liberty and Domination
a) Two Concepts of Liberty; dangers of positive liberty. Negative Liberty (Isaiah Berlin)
b) Freedom from non-interference - the Harm Principle. Positive Liberty (J. S. Mill)
c) The notion of General Will. Third concept of freedom - the republican view:
freedom from Domination. (J.J. Rousseau)

Unit 6: Equality & Justice
a) Formal equality and its limitations. Liberal versus Socialist conception of equality -
equality of opportunity or equality of outcome? Equality of resources: Ronald
Dworkin.
b) Distributive justice: John Rawls: justice as fairness; Robert Nozick: entitlement
theory of justice – self-ownership argument;
c) Critical assessment of Rawls’ and Nozick’s view

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40

Case Study (Any Two)
1) Should same -sex marriages be tolerated?
2) The case of Islamic Veil in public schools in France.
3) Nationalism and the state intervention on individual freedom

Page 173

170 4) Make 2 concept maps on diversity
5) Collect from news papers any two political issues and do review with regard to
justice.

References:
 Arun P. Mukherjee. “B.R. Ambedkar, John Dewey, and the Meaning of Democracy”.
New Literary History (2009) 40 (2): 345-370
 B.R. Ambedkar. “Annihilation of Caste” in Dr. Babasaheb Ambedkar: Writings and
 Baradat, Leon. Political Ideologies: their origins and impact (Pearson -Prentice Hall,
2008)
 Barrie Thorne. “Feminist Rethinking of the Family: An Overview” Rethinking the
Family: Some Feminist Questions ed. Barrie Thorne and Marilyn Yalom Longman:
New York and London, 1982
 Bhiku Parekh. “Equality of Difference” in Colin Farrelly (ed) Contemporary Political 
 Bird, Colin. An Introduction to Political Philosophy (Cambridge University Press,
2006)
 Brian Barry “The Muddles of Multiculturalism” New Left Review 8, March -April 2001
 Charles Taylor “The Politics of Recognition” in Colin Farrelly (ed) Contemporary 
 David Miller ed. The Liberty Reader Routledge 2006 : Readings from the above text as
follows: (a)Two Concepts of Liberty by Isaiah Berlin (b) Negative and Positive
Freedom by Gerald C. MacCallum, Jr. (c)The Republican Ideal of Freedom by Philip
Pettit (d)A Third Concept of Liberty by Quentin Skinner
 Deborah Satz “Feminist Perspectives on Reproduction and the Family” Stanford
Encyclopedia of Philosophy 2013 (on line
https://plato.stanford.edu/entries/feminismfamily/) 
 Edward Said. Orientalism (New York: Pantheon, 1978) 
 Franz Fanon “The Fact of Blackness” Black Skin White Masks -Grove Press 1967
 Heywood, Andrew. Political Theory: An Introduction (Palgrave Macmillan, 2012/13) 
 Jack Sawyer “On Male Liberation” in Feminism and Masculinities ed. Peter Murphy
OUP, Oxford 2004
 John Rawls A Theory of Justice, Cambridge, MA Harvard University Press,
1971(chapter 1 and chapter 2)
 Julian Lamont “Distributive Justice” Stanford Encyclopedia of Philosophy
https://plato.stanford.edu/entries/equality/ 1993/2013 
 Knowles, Dudley. Political Philosophy (London: Routledge, 2001)
 Mark Lebar “Justice as Virtue” Stanford Encyclopedia of Philosophy
https://plato.stanford.edu/entries/equality/ 2002/2016 
 Michael Dummett Immigration and Refugees Routledge London and New York, 2001,
(chapters 1-5)
 Plato, Republic New Haven: Yale University Press, 2006 (Book 1)
 Political Theory: A Reader. Sage Publishers, 2004
 Raymond Plant. Modern Political Thought. Wiley Blackwell. 1991 

Page 174

171  Robert Goodman, Philip Pettit and Thomas Pogge. A Companion to Contemporary
Political Philosophy Blackwell: 2007 ( 2 volumes) 
 Robert Nozick. Anarchy, State and Utopia, New York: Basic Books, 1974 (chapter 7)
 Ronald Dworkin “What is Equality? Part 1: Equality of Welfare” Philosophy &
Public Affairs, 10 (3) (Summer, 1981), pp. 185-246
 Ronald Dworkin “What is Equality? Part 2: Equality of Resources” Philosophy &
Public Affairs, Vol. 10, No. 4 (Autumn, 1981), pp. 283-345
 Simone de Beauvoir. “Introduction” The Second Sex (a new translation by Constance
Borde and Sheila Malovany -Chevallier) Vintage: London, 2009
 Speeches, Vol. 1. Bombay: Education Department, Government of Maharashtra, 1979,
pp. 25-96. (also available online)
 Stanford Encyclopedia of Philosophy (on line source) reading on multiculturalism 
 Stephan Goosepath “Equality” in Stanford Encyclopedia of Philosophy;
https://plato.stanford.edu/entries/equality/ 2007
 Valerian Rodrigues. “Ambedkar on Preferential Treatment” Seminar (2005), 549, pp
55–61

Websites:
 Karl Marx and Friedrich Engels A Manifesto of the Communist Party, 1848
https://www.marxists.org/archive/marx/works/download/pdf/Manifesto.pdf 
 Martin Luther King. “Letter from Birmingham Jail”
https://web.cn.edu/kwheeler/documents/Letter_Birmingham_Jail.pdf 1963 

Page 175

172



SEMESTER II
PART III- CURRICULUM AND PEDAGOGICAL STUDIES
CORE COURSE: POLITICAL SCIENCE ( JUNIOR COLLEGE)
COURSE NAME: POLITICAL SCIENCE -WORKING OF
THE GOVERNMENT OF INDIA

Total Credits: 06
Total Marks: 100

Learning Objectives:
1. Understand the working of the three organs of the government at the union
level.
2. Analyse the distinctive features of India’s federalism
3. Comprehend the organisation of local self -government in India under the 73rd
and 74th Constitutional Amendment and emerging issues thereafter.
4. Familiarise with the working aspects of public administration in India and
acquaint with select landmark public policy.

Learning Outcomes:
By the end of the course, students will be able to:
1. Identify their composition and distinctive functions of the three organs of
the government at the union level.
2. Compare and contrast the unitary and federal features of the Indian constitution
and related issues.
3. Evaluate the effectiveness of the local self -governance model in India. 4.
Demonstrate an understanding of key concepts of the administrative machinery
in India.

MODULE I: STRUCTURE & FUNCTIONS (2 Credits)
Unit 1 : Organs of government (Union)
a) Legislature - Bicameral, Elections, Legislative procedure, Parliamentary
Committees
b) Executive - Nominal and Real, Office of the Vice President.
c) Judiciary - Appointment of Supreme Court Judges, Powers and functions

Unit 2 : Federalism
a) Quasi federal features of the Constitution of India

Page 176

173 b) Asymmetric Federalism in India - issues
c) Cooperative federalism - the way forward


Unit 3 : Local Self-Government
a) 73rd and 74th Constitutional Amendment
b) Three tiers, elections, reservations (social exclusion and the challenges faced by
women)
c) People’s participation - Gram Sabha

MODULE II : ADMINISTRATIVE MACHINERY (2 Credits)
Unit 4: Introduction to Public Administration
a) Public Administration - meaning, definition, changing scope
b) New Public Management & Public Choice Approach
c) Decentralisation, Accountability & Good Governance.

Unit 5: Concepts in Public Administration
a) Bureaucracy - meaning, features, Views of Max Weber
b) Civil Services in India - origin, features, types, recruitment, lateral entry
c) Tools of administration - E -Governance, Public Private Partnership (PPP) model,
Self Help Groups (SHGs) as Vehicles of Implementation

Unit 6: Landmark Public Policies - origin, provisions, features, significance
a) Mid-day Meals Scheme
b) Sarva Shiksha Abhiyan
c) Janani Suraksha Yojana

MODULE III: INTERNAL ASSESSMENT (2 Credits)
Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40
Tasks/Assignments ( Any Two)
1. Evaluate the various E -governance portals of GOI or GOMH and write a long
Essay on Digital India Mission (CoWin app, Aaple sarkar, etc.)
2. Conduct a Survey on Public awareness with regards to important schemes like

Page 177

174 Sarva Shiksha Abhiyan, RTI, Mahila Gram Sabha, Working of Panchayats
3. Street play on course content
4. Poster Making on the course content
5. Debate on Maharashtra’s OBC reservation in Local self -governments and Judicial
intervention, Competitive and Cooperative Federalism in India, Role of Speakers
and Governors.
References:
 M.P. Sharma, and others (2014) Public Administration in Theory and Practice,
Kitab Mahal Publishers, Delhi
 Rathod, P.B. (2004), Contemporary Public Administration, A.B.D. Publishers
 Almond G. A. and Verba S., 1963, The Civic Culture, New Jersey,
Princeton University Press.
 Ball Alan R., 1971, Modern Politics and Government, London, Macmillan.
 Venkatesan V., 2002, Iinstitutionalizing Panchayati Raj in India, New Delhi,
Institute of Social Science.
 Bhagwan Vishnu and Bhushan Vidya, 2007, Public Administration, New Delhi,
S Chand
 Avasthi Amreshwar and Maheshwari Shriram, 1982, Public
Administration, Agra,Lakshmi Narayan Aggrawal and Company Ltd.
 M Laxmikanth, 2012, Public Administration, New Delhi, McGraw Hill.
 S. R. Maheshwari, 1994, Administrative Theories, New Delhi, Allied.
 Kothari, Rajni. 2000. Politics in India. Hyderabad: Orient BlackSwan.

Page 178

175
































SEMESTER III

Page 179

176



Semester III
PART I

CORE COURSE: HINDI (COMPULSORY LANGUAGE)
COURSE NAME: HINDI
Total Credits:06
Total Marks :100

अध्यन न उद्द े श्य:
1. जा वान काोा समस्यााओाोां काोाे यथााथ गवााादा और मनाोवााो`ज्ञााकनक कचता रण
साोाे पररकचत कराानाा
2. एकाोाााोांकाोा काोाे चररत्र कचत रण, कथानक और उसकाोाे द्वाोां
वा वाााताावारण और घटनााओाोां काोाे अनाोाुबाोांध काोाे
कनमाोाा गण साे पररकचत करवााानाा।
3. छाात्राोां का भााषााई क शल काा कवाकाास करनाा।
4. कहांदा एकााांका , कहांदा रा ाोा त और ज़ा ल काे स िरूप काो समझाानाा।
5. लाेखकाो और ककवायाोां काे श `कलयाोां काे प रकाार का जानकाारा दाेनाा।
6. काोााि याोाात मक स दय ग तता ाोाोाोां काोाा बाोाोध और रसाास िाादन कराानाा।
7. पााठ वा ककवातााओां का ि यााख याा और समा क षाा का वपकत समझाानाा I
8. छाात्राोां काो ि यवाहााररक ि यााकरण काा साामाान्य पररचय दाेनाा

अध्यन न वनष्पहव:
इस इकाोााई काोाे अध ययन काोाे पश चाात छाात्र योगा य हाोाोराोा ाोाे,
1. कहााकनयाो, ककवाताा काोाे अाोांतराोा गत म कलक तता ाोाोाोां पर , भाषाोाा
शला ो ा ाो` , पर कवाचाोाार करनाोाे माो।ाे ाोां
2. कवावारणाात मक ,ि याोााख यााता मक, कवाचाोााराात मक, माो ला ाोाााोांकन परत शाो`लाोा
साोाे पररकचत हाोराोा ाोाे।
3. ककवाताा माोाेाोां कनकहत स दय ग कबदाोां काोाा कवाशा लाोाेषण करनाोाे माो।ाे
ाोां
4. काव्यांशों क व्याख्या तथा सराहना करें र ाोाे ।
5. ककवातााओाोां काोाा भावााोााथ ग तथा पााठ काोाे
राोा दाोा ाोाााोांशाोाोाोां काोाा भावा स पष्ट कर सकाोाे ाोां
राोा ाोा े
6. समशा राोाुकत कभन नााथगक शबा द ,कवालाोम शबा द ,पयाोाा गयवाााच शबा द, प्रत यय -
उपसराोा ग - काोाे कनयमाोाोाोां काोाा पाालन याोाोग्य कराेां रा
ाोाे
7. राोा ज़ल काोाो एकाोाााोांकाोा काोाे रा प माोाेाोां पररवातगन

Page 180

177 करनाोाे माोाे ाोां
8. राोा ाोा त काोाो कनबाोांध माोाेाोां पररवातगन करनाोाे माोाेाोां।
9. कवाकभन न श `ला तता ाोाोाोां काा उपयाोरा करकाे लाेख कलखनाे माेां

म ड ्य ˛ल I: वि ˙द एक ˙क - उप े ˙द ् रन थ अश्क , र मक ¸
म र ह म ग, सह ेश्वर दर ् ल सक ्स ेन ;वि ˙द
र ् त- वनर ल , र ् प लवस ˙ि न ेप ल ,र ्
प लद स न रज; वि न्द व्य करण (2 Credits)

Page 181

178 घटक 1 : िवन्द एक ˙क

Page 182

179 a) उपाोाेाोांदा रनााथ अशा क जाोकाोा ं
b) राामकाोाु माार वामाोाा ग राोाे शमाोा टाोााई (‘पाोाााोांच
एकाोाााोांकाोा नााटक’ काोाे साोांग रह साोाे)
c) सवााेश िर दयााल सक साेनाा कहसााब-ककतााब (‘हवााालाात’ सांग्रह साे)
घटक 2: र ् त एह ग़ज ल
a) कनराालाा सखख, वासांत आयाा (रा ाोा त) (राारा कवाराारा )
b) रा ाोाोपााल कसांह नाेपााला ताुम जलाा कर कदए माुांह छाु पााताे रहाे (रा ाोा त) (इांटरनाेट पर
ककवातााकाोश)
c) रा ाोाोपाालदाास ना रज कजतनाा कम साामाान रहाेरा ाोाा (रा ाोा त) ( इांटरनाेट पर
ककवातााकाोश)
घटक 3: व्य करण
a) समशा राोाुकत कभन नााथगक शब्द
b) वकलोम शब्द
c) पयाोाा गयवाााच शब्द

म ड ्य ˛ल II: एक ˙क - भ ¸ह न ेश्वर प्रस द , स ¸र े
˙ द्र ह म ग ; वि ˙द ग़ज ल- द ¸ ष ्य ˙ त क ¸ म र; िवन्द
व्य करण (2 Credits)
घटक 4: एक ˙ क
a) भाोाुवानाोाेश िर प्रसााद स्टा र ाोााइक (‘आठ एकाोाा ाोाााोा काोा ’ : दाोाे वााोाेाोांद्र
रााज अाोांकाोाु र )
b) साोाुराोाे ाोां द्र वामाोाा ग हराोा घाास पर घाोांटाोाे भर (‘आठ
एकाोाााोांकाोा ’: दाोाेवााोाेाोांद्र रााज अाोांकाोाु र)
c) दोनों एकांककयों क तुलना

घटक 5: वि ˙द ग़ज ल
a) दुष्यंत कु मार 1 हो ई ह` प र (‘साए में ध प’)
b) दुष्यंत कु मार 2 कहां तो तय था (‘साए में ध प ’)
c) दाोनाोां जा लाोां काे कबांब एवाां रूपक
घटक 6: व्य करण
a) प्रत्यय - सामान्य पररचय
b) उपसराोा ग - सामाोाान य पररचय
c) अपकठत - द ा ाोाााोां श

Page 183

180
म ड ्य ˛ल III : अ ˙तर ् गत म ˛ल्य ˙कन (2 Credits)

Page 184

181
Sr. No
Assignment
Marks

1
Task/Assignment/ Activity for each module held in the semester
(2X10)
20

2
One periodical class test held in the given Semester
15

3
One Essay test held in the given Semester
05
Total 40


दह क र ् ग:

1. रााम काोाु माार वामाोाा ग काोा राोाे शमाोा टााई पर कवाषय कवाशा लाोाेषण
काोा कजए।
2.. अभ याास क रम काोाे अना तराोा गत आए राोा ज़लकाोााराोाोाोां काोा
राोा ज़लाोाोाोां काोाा साोांग रह काोा कजयाोाेI
3. ध्वना याोजनाा, शब द याोजनाा, वाााक्य याोजनाा काे आधाार पर एक लाेख कलखखएI
4. दुष्यंत कु मार क ककस एक ज़्ल को एकांक के रूप में कलखखए।
5. फाो` ज़ अहमद फाो` ज़ काोा कलखा हाुई” हम दाोाे
खाोाेाोांराोा ाोाे “ इस उदाो ग नज़ाोा म (राोा ाोा त) पर
कनबाोांध कलखखए।

स ˙दभ ग:
 उपाोाेाोांदा रनााथ अशा क काोाा एकाोाााोांकाोा - जाोकाोा ं
 राामकाोाु मार वामाोाा ग काोाा एकाोाााोांकाोा - राोाेशमाोा टाोााई
(पाोा डाोा एफ पाोाुसा तक)
 रा ाोाोपााल कसांह नाेपााला काा रा ाोा त- ताुम जलाा कर कदए माुांह छाु पााताे रहाे
 रा ाोाोपाालदाास न रज काा रा ाोा त- कजतनाा कम सामाान रहाेरा ाोाा
 जोक, न लाभ प्रकाशन , इलाहाबाद 
 आठ एकाोाााोांकाोा : दाोाे वााोाेाोांद्र रााज अाोांकाोाु र वाााण
पा रकाोााशन , नई कदल्ला 
 ‘वहालात ’ संग्रह वाााण प्रकाशन , नई कदल्ल 
 राारा कवाराारा सांग्रह, लाोकभाारता प्रकााशन, इलााहााबााद
 कहाोांदाोा रू प रचनाा भाारा एक एवााोां दाोाो प्र स आचााय ग
जयाोाेाोांद्र कत रवााोाेदाोा लाोाोकभाारता पा रकाोााशन,
 राारा कवाराारा सांग्रह, लाोकभाारता प्रकााशन, इलााहााबााद

Page 185

182  कहाोांदाोा रू प रचनाा भाारा एक दाोाो प्र स आचााय ग जयनद र कता रवााोाेदाोा
लोकभाोाारताोा पा रकाोााशन , इलााहाोााबााद
 साए में ध प , राधा कृ ष्ण प्रकाशन , नई कदल्ल 
 http://meenaldhawan.blogspot.com/2014/11/jonk -leech -by-upendra -nath-ashk-in-hindi.html 
 http://db.44boo ks.com/2019/05 -
 http://kavitakosh.org/kk 

Page 186

183




Semester III

PART I
CORE COURSE: MARATHI (COMPULSORY LANGUAGE)
COURSE NAME: मर ठ स वि त्यप्रक र ह
व्य ह ि ररक ल ेखन

Total Credits:06
Total Marks :100

अध्यन न उवद्दष्ट े:

१) द`नांकदन जा वानाात उपयाुक्त भााकषकक शलाोाे कवाककसत करणाे.

२) व्यावाहाररक लेखन प्रकारांच ओळख देणे.

३) ककवाताा या सााकहत्य प्रकाारााचाा पररचय दाेणाे.

अध्यर ्न वनष ्पह :
हाोाा अभ याासक रम पाो ण ग काोाे लाोा ाोाावार कवादा ाोााथा
१) द`नांकदन जा वानाात श रवाण वा वाााचन याा का शला ाोााचाे उपयोजन
करताो.

२) मराठ भाषेत व्यावाहाररक लेखन करतो .

३) ककवाताा याा साकहत्य प्रकाारााच स िरूप वा सांकल पनाा स्पष ट करताो.

म ड ्य ˛ल १: स वि त्यप ्रक र च ओळख : कवह त ( 2 Credits)

घटक १ : कवह त : स ्वर ˛प ह
स ˙कल्पन अ) ककवाता : साकहत्यााचाा
स `वाााांकतक कवाचाारब) ककवाताोाा

Page 187

184 सााकहता यपा रकाोाारचा पराोांपरा
क) ककवाताा सााकहत यााचाे प रकाार -भाावारा ाोा त वा भाावाकााव्य यााता ल फरक

Page 188

185 घटक २ : वह वह ध क व ्यप्रक र ˙च अभ ्य स

अ) साामााकजक ककवाताा – स िरूप,
लाेखन वा `कशष्टा ट याे ब) प राेम ककवाताा –
स िरूप, लाेखनश `ला
क) कनसराोा ग ककवाताा – सा वारा प, लाोाेखनशाो`लाोा

घटक ३ : कवह त स ˙ि ि च अभ ्य स: प ¸स्तक पररचर

अ) कसझर कर म्हणतेय मात - कल्पना दुधाळ ब)
नंतर आलेले लोक -अरुण काळे .
क) भाोाुईशाासा र - ऐश्वयाोाा ग पाोााटाोाे कर

म ड ्य ˛ल २ : व ्य ह ि ररक मर ठ - भ ष
ल ेखन च ओळख ( 2 Credits )

घटक ४ : ज वि र त ल ेखन

अ) जाकहरात लेखनाचे स्वरूप
ब) जाकहरात चे वकवकध प्रकार क)
जाकहरात लेखन उपयोजन
घटक ५ : भ वषक कौशल्य े हवक स

अ) भाकषक का शला ाोाााोां चा पररचय

ब) भाकषक का शला ाोाााोां चाे
प्रकाार- वाााचन वा लाेखनक)
भाकषक
काोा शला ाोाााोांत
अाोांतभ ाो गत घटक

घटक ६ : ह ˛ह ˙त ल ेखन

Page 189

186 अ) वााोाृता ाोाााोांत
लाोाेखन करताोाानाा लक्षाात ठाोा े

वााावायााच याोाा राोा ाोाोषा टाोा
ब) वााृता ाोाााोां त लाेखनााचाे
स िरूप क) वााृता ाोाााोां त
लाेखनााचाे प्रकाार
म ड ्य ˛ल III: अ ˙तर ् गत म ˛ल्यम पन ( 2 Credits)

Page 190

187
Sr. No
Assignment
Marks

1
Task/Assignment/ Activity for each module held in the semester
(2X10)
20

2
One periodical class test held in the given Semester
15

3
One Essay test held in the given Semester
05
Total 40

स्व ध्य र ् / क˛ त (क णत्य ि द न)

१. ता न भाावाकााव्य वा ता न भाावाककवाताा सांककलत करा वा
त्यााच याा मदता नाे भाावाकााव्य वा भावाककवाताा याता ल फरक स्पष ट
कराा.
२. पााच कनसराोा ग ककवाताा साोांकलाोा त कराा याोााता ल
ताोाुमा हाोाालाोाा आवाडलाोाेलाोा ककवाताा काोाोणता
हाोाे साोाााोांराोा ाो न त्यता ल स दय ग स पष्ट कराा. .
३. ताोाुमच्याोाा महाोााकवादा ाोाालयाोाात झाालाोाेला ाोाा एकाोाा
काोााय गका रमााचाोाे वााोाृताोाााोांत लाोाेखन,
वााोाृताोाााोांत लाोाेखनाोााच याा पाययाोाा ग वा स िरूप याोाा
माोाुदाोा ाोाााोांसह कलहाोाा.

४. वाााचन याा भााकषक का शला ाोााचाे घटक काोणताे? ताुम हा आयोकजत
काे लाेला ाोाा वाााचन स पधाेट तुम्ह कोणकोणते घटक लक्षात घ्याल ?
५. ताुम हा वााापरत असलाेला ाोाा ता न वास ताुांसााठा जाकहराात
लाेखन कां रा वा ता जाकहराात आपला ाोाासमाो हाात सदर कराा वा
त्याोााताो न कमळाोाालाोाेलाोाा अनाोाुवभ स्व शब दाात कलहाा.
स ˙दभ गग्र ˙थ:
 काोाु लकणाोा वााा.ल. मरााठाोा ककवाताा- जाोाुना आकण
नवाा , पाोपा याोाुलर प रकाोााशन आकण मा ज प्रकाोााशन
राोा ाोाृह, माुांबई,१९८७.
 भाावाा त श्रा .पाु.वा इतर (सांपाा.);सााकहत्य अध याापन आकण प्रकाार- पाोप याुलर प्रकााशन रा ाोाृ ह,

Page 191

188 माुांबई.
 पाटणकर, वासाोांत ककवाताा साोांकल पनाा, कनकमगता आकण समाोा क्षा,
मरााठाोा वकभाोााराोा , माोाुाोांबई कवादा ाोाापाोा ठ
वा अनाुवभ प्रकााशन, माुांबई, १९९५.
 पााटणकर, वासांत शाोध ककवाताेचाा, मा ज प रकााशन रा ाोाृ ह माुांबई २०११.
 शाेकडाे, साुभााष, ि याावाहााररक मरााठ 

Page 192

189 SEMESTER III
PART I
CORE COURSE: GUJARATI (COMPULSORY LANGUAGE)
COURSE NAME: INTRODUCTION OF GUJARATI TEXT AND
CONTEXTUAL GRAMMAR

Learning Objectives:
1. To develop understanding of the literature writing in the poetic form
2. To critically analyse the contextual grammar embedded in the poetries under study.
3. To differentiate and identify the unique features of grammar concepts used in different
types of folk text written in Gujarati

Learning Outcomes:

By the end of the course, students will be able to:

1. Compare and contrast the literary work of the poetic work created in the past and the present
era

2. Differentiate between the contextual grammar and other approaches of grammar teaching

3. Critically analyse folk literature of different forms


MODULE I: GUJARATI DANCES AND DEVOTIONAL SONGS: UNIQUE
FEATURES (2 Credits)

Unit1: Garaba: characteristics and rachana

a) Meaning and udgam of Garabai, instruments used in garba songs
b) Famous Garbi composers and their styles (any 5)
c) Types of Garba: Garbi and Raas: comparative analysis

Unit 2: Tribal Dances of Gujarat :( Origin, song forms and themes, significant
feature and instruments used)

a) Hudo dance
b) Dandia Dance
c) Rathva Dance:

Unit 3: Gujarati Bhajan and devotional songs (Poet’s style, theme, message, values,
relevance in present time.)

a) Narsimh Mehtani Uttam Padavali by Mansukhlal Savalia
b) Subhashit Saurabh by Kulinchandra Yagnik
c) Sorathi Santvanii by Zaverchandra Meghani

Page 193

190
MODULE II : FOLK TALES FROM GUJARAT AND OUTSIDE REGIONS (2
Credits)

Unit 4: Concept of folk tales

a) Meaning, characteristics and types of folk tales
b) Origin of Gujarati folk tales and its utility value in present day context.
c) Variety of Gujarati folk tales (with reference to place, occasion, nature )

Unit 5: Indian Folk tales (features, comparison with Gujarati folk tales in
terms myths, reality, Local culture, and moral of the story )
a) Eastern Indian folk tales : (Bawan Ganga and other stories in English)
b) South Indian folktales: Tenaliram na Adbhut kissao translated by Darshali
c) North Indian folktales: Chacha Chaudhari ane Swachha Bharat

Unit 6: Short folk stories from Abroad translated into Gujarati (Grammar
concepts as studied in the first year, proverbs, moral values, (First 4 chapters
each)
a) ‘Esop ni pachas niti kathao’ by Pratibha Shah :
b) ‘Galivarni Ajab Safar’ translated by Yashvant Mehta
c) Thanmblina in Gujarati

MODULE III: INTERNAL ASSESSMENT (2
Credits)

Sr. No Assignment Marks
1 Task/Assignment/ Activity for each module held in the semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40

Tasks/Assignments (Any Two)
1. Watch the you tube videos of the tribal dances mentioned and compare these dances
with similar dances of other tribes from other regions of India or abroad. write a reflective
report considering the salient features.

Page 194

191 2. View the Gujarati translated children comic book on Chandamama. Identify different
types of text, vocabulary and unique grammar concepts used in these text and write an essay
on it
3. Select any short story book written in Gujarati and prepare a script of a short play based
on the storyline and present in the class

4. Prepare a scrapbook on the traditional folk test in Gujarati with pictures and display in
the Gujarati language room.

5. Critically evaluate Folk literature (any three forms) and identify the unique features of
folk literature in Gujarati.


References:
 https://gujarat.pscnotes.com/gujrat -history/folk -dances -of-gujarat/
 https:/ /www.gujar atibooks.com/Isap -Ni-50-Niti-Kathao -Gujarati -book.html
 https:/ /www.youtube.com/watch?v=pYB6H_YqA2Y
 https:/ /www.gujar atibooks.com/Narsinh -Mahetani -Uttam -Padavali -Gujarati -
book.html
 https:/ /www.gujar atibooks.com/subhashit -saurabh.html
 https:/ /www.gujar atibooks.com/sorathi -santvani.html
 https://study.com/academy/lesson/folk -tales-definition -characteristics -types -
examples.html Translated by Paran
 https:/ /www.augusthouse.com/why -are-folktales -important
 https:/ /www.booksandyou.in/produ ct/folk -tales-of-east-india -bawan-ganga -and-other -
stories
 https:/ /www.gujar atibooks.com/Tenaliram -Na-Adbhut -Kissao -Gujarati -
book.html#description
 https:/ /www.amazon.c om/Chacha -Chaudhary -Swachh -Bharat -
Gujarati/dp/9385856995
 https:/ /www.gujar atibooks.com/gujarati -navlika/
 https:/ /www.gujar atibooks.com/gulivarni -ajab-safar.html
 https:/ /www.youtube.com/watch?v=D44 zVCnTiIM
 https:/ /www.youtube.com/ channel/UCzGc6gvWiy3vxGH9JNfkfbQ

Page 195

192 Semester III
PART I
CORE COURSE: URDU (COMPULSORY LANGUAGE)
COURSE NAME: URDU GRAMMAR
Total Credits: 6
Total Marks: 100

Learning Objectives:
1. To understand and apply fundamental components of Grammar in the learning of Urdu
language.
2. To understand and apply the knowledge of different types of Ism in Urdu Language.
3. To acquaint the students with application of Lawazim e Ism.
4. To understand the importance and application of Sifat aur us ki Qismein.
5. To understand the importance and application of Zameer aur us ki Qismein.
6. To understand the importance and application of Fel aur us ki Qismein.

Learning Outcomes:
By the end of the course, students will be able to:
1. Describe the fundamental components of Grammar in the learning of Urdu language.
2. Discuss and apply the knowledge of different types of Ism in Urdu Language.
3. Explain the application of Lawazim e Ism.
4. Highlight the importance and application of Sifat aur us ki Qismein.
5. Discuss the importance and application of Zameer aur us ki Qismein.
6. Discuss the importance and application of Fel aur us ki Qismein.

MODULE I: HIJJA, ERAB, HARUF E RABT, ISM AND SIFAT (2 Credits)

Unit 1: Hijja,Erab,Haruf e Rabt
a) Hijja : Haruf e Tahajji,Haruf e Illat, Haruf e Sahih, Haruf e Shamsi O Qamri
b) Erab (Harkat O Saknat) : Zabar,Zer,Pesh, Jazm,Tashdid,Tanween
c) Haruf e Rabt: Harufe Rabt, Atf, Takhsees,Fijaiya

Unit 2: Ism
a) Ism : Ism e Aam, Ism e Khaas
b) Ism e Aam Ki Aqsam : Ism e Kaifiyat, Ism e Jama, Ism e Zarf, Ism e Aala
c) Ism e Khaas Ki Aqsam : Khetab,Laqab,Urf, Takkhallus,Kunniyat

Unit 3: Lawazim e Ism
a) Jins : Jandaron ki Tazkeer,Bejaan Ki Tazkeer O Tanees
b) Tadad : Wahid , Tasniya, Jama
c) Ism ki Halatein :Faaeli,Mafuli, Nidai,Izafi,Zarfi,Tauri

MODULE II : SIFAT (2 Credits)

Unit 4: Sifat Aur uski Qismein
a) Sifat e Zaati, Sifat e Nisbati
b) Sifat e Adadi
c) Sifat e Miqdari

Unit 5: Zameer aur us ki Qismein

Page 196

193 a) Zameer e Shakhsi,Zameer e Mausula
b) Zameer e Istefhamiya
c) Zameer e Ishara

Unit 6: Fel aur us ki Qismein
a) Fel keTaur ,Taur e Maruf,Taur e Majhool
b) Fel ke Zamane : Maazi
c) Haal, Mustaqbil

MODULE 3: INTERNAL ASSESSMENT (2 Credits)

Sr. No Assignment Marks
1 Task/Assignment/ Activity for each module held in the semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40


Tasks/Assignments (Any Two)
1. Urdu ke Haruf e Tahaji aur Urdu Erab ka jaiza lijiye
2. Ism ki Mukhtalif aqsam par izhar e khayal kijiye
3. Sifat aur us ki aqsam ka jaiza lijiye
4. Fel aur us ki aqsam ka jaiza lijiye.
5. Zameer ki taarif bayan karte huye us ki qismon ka jaiza lijiye.

References :
 Qawaid e Urdu ByMaulvi Abdul Haque
 Maulvi Abdul Haq ; Hayat aur Ilmi Khidmaat By Shahabuddin Saqib
 Ibtedai Urdu Qawaid by Sayyed Ali Hyder
 Urdu Qawaid ByShaukat Sabzwari

Page 197

194 Semester III
Part III
ENGLISH (ANCILLARY MAJOR)
COURSE NAME: AMERICAN LITERATURE

Total Credits: 06
Total Marks: 100 Marks

LEARNING OBJECTIVES:
1. To familiarise learners with the important literary terms and movements in American
Literature.
2. To introduce learners to the social, cultural, and literary milieu of America through the
study of seminal literary texts of various genres.
3. To enable learners to understand how American historical, cultural and literary contexts
have shaped American Literature .

LEARNING OUTCOMES:
By the end of the course, students will be able to:
1. Enhance their knowledge about the literary terms and movements important to the study of
American Literature.
2. Develop an awareness of the social, cultural, and literary milieu of America.
3. Relate the historical, cultural and literary contexts to the study of the texts prescribed in
the syllabus .

MODULE I: AMERICAN LITERATURE 1 (2 Credits)

Unit 1: Introduction to American Lit
a) Romanticism, Realism, Naturalism in American Literature
b) Modernism in American Literature
c) African American Literature: the Harlem Renaissance, The Black Arts Movement, and
Slave Narratives.

Unit 2: Poetry 1
a) Emily Dickinson (I’m Nobody – Who Are You?/I Felt a Funeral in my Brain)
b) Walt Whitman ( O Me O Life/ I Sing the Body Electric)
c) Ezra Pound (The Tree/A Pact/ L’Art, The Encounter)

Unit 3: Poetry 2
a) Robert Frost (Mending Wall/Desert Places/ Christmas Trees)
b) Adrienne Rich (Aunt Jennifer’s Tigers, Diving into the Wreck)
c) Sylvia Plath (Lady Lazarus, Daddy, Edge)

MODULE II: AMERICAN LITERATURE 2 (2 Credits)

Unit 4: Prose
a) T.S. Eliot – Modern Education (Selected Essays)
b) Ernest Hemingway (Hills like White Elephants)
c) Kate Chopin (Desiree’s Baby; Her Letters)

Page 198

195 Unit 5: Plays
a) American Drama (Tenessee Williams: the Theatricalising Self in Modern American
Drama: 1945 -2000 C.W.E.Bigsby 2004 JSTOR)
b) The Glass Menagerie (Tennessee Williams) 2015
c) The Glass Menagerie (Stage Production)

Unit 6: Novels
a) The Greatness of “Gatsby” by Charles Thomas Samuels (JSTOR)
b) The Great Gatsby (Novel)
c) The Great Gatsby (Film Adaptation)

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr. No Assignment Marks
1 Task/Assignment/ Activity for each module held in the semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40

Tasks/Assignments (Any Two)
1) Poster presentation (Individual/Group) on plays.
2) Group discussion on contribution of poetry in American literature
3) Review submission of Novel
4) Quiz on American literature
5) Creative writing on given subjects

References:
 Abrams, M. H. A Glossary of Literary Terms. (8th Edition) New Delhi: Akash Press,
2007.
 Adamson, Lynda.G. Thematic Guide to the American Novel. Greenwood Press, 2002.
 Andreach, Robert J. Tragedy in the Contemporary American Theatre, UPA, 2014.
 Phelan, James. Reading the American Novel 1920 -2010, John Wiley & Sons,
Incorporated, 2013.
 Baldick, Chris. The Oxford Dictionary of Literary Terms. Oxford: Oxford University
Press, 2001.
 Bassnett, Susan. Sylvia Plath: An Introduction to Poetry. Palgrave Macmillan, 2005.
 Beach, Christopher. The Cambridge Introduction to Twentieth -Century American
Poetry. CUP, 2003.

Page 199

196  Bendixen, Alfred and James Nagel. (eds)A Companion to the American Short Story.
Wiley -Blackwell, 2010.
 Berkovitch, Sacvan. The Cambridge History of American Literature. (relevant
volumes). CUP.
 Beuka, Robert. American Icon Fitzgerald’s The Great Gatsby in Critical and Cultural
Context. Camden House, 2011.
 Bloom, Harold. F. Scott Fitzgerald’s The Great Gatsby. Infobase Publishing, 2010.
 Lamb, Robert Paul. Art Matters: Hemingway, Craft, and the Creation of the Modern
Short Story. Louisiana State University Press, 2010.
 Leiter, Sharon. Critical Companion to Emily Dickinson: A Literary Reference to her
Life and Work. Facts on File, 2007.
 Mathews, John T. (ed). A Companion to the Modern American Novel: 1900 -1950.
Wiley -Blackwell, 2009.
 Martin, Wendy. The Cambridge Introduction to Emily Dickinson. CUP, 2007.
 Ostman, Heather and Kate O’Donoghue. (eds.) Kate Chopin in Context: New
Approaches. Palgrave Macmillan, 2015.
 Tredell, Nicolas. Fitzgerald’s The Great Gatsby: A Reader’s Guide. Continuum
International Publishing Group, 2007.

Page 200

197 Semester III
Part III
COURS E NAME: ि ि द (ANCILLAR Y MAJOR )
COURSE NAME: मध ्यक ल न एवह ˙ आधन ¸
नक क व ्य
Total Credits: 06
Total Marks: 100 Marks

अधधगम उद ् द ेश ्य:
1. छाता राोाोाोां काोाो भकाोा तिाोकााल माोाे ाोां भका तिाो
एवाां रा तिाो कााल (उत्तर मधाोा यकााल) काोाे रा तिाो
ग राोांथाोाोाोां काोा अवाधाारणाा काो समझाानाा I 2. भाषााई
का शलाोां काा वावा काास करना।
3. आदिाोकााला न कावााोा य एवाां भका तिाोकााल काोाे
काावााोा य काोाा पररचय, इितहाास, वााो`चाोााररक पषा ाोाृ ठभमाो म
एवा वावाशाोाेषिाोाोााओां काोाा ज्ञाान वावाकमसिाो करनाा।
4. छाात राोां माेां रचनाात्मक वावावााेक काा वावा काास करनाा।
5. छाोाात राोाोाोां काोाो भकाोा तिाोकाोााल काोा तनराोा गण
वा सराोा गण धाोााराोाा काोाे काोाावााोा याोाोाोां काोाो
समझोानोा I

अधधगम ननष ्पत्तह : इस अध ययन काोाे पशा चाोाािो छात्र याोग्य हाोरां ा ाोाे-
1. काोााल अनगसाोाार काोाावााोा याोाोाोां काोा वावाशाोाेष
जाोाानकाोााराोा साोाे अवारा िाो हाोाोाोांरा ाोाे।
2. िप िाोथाोाा िाोाोाोहाोां काोाा भाोाावाााथाोाु साोा पषाोा ट
करनाोाे माोाेाोां।
3. पाो वााोाु मधा यकाोााल (भकाोा तिाोकाोााल) िाोथाोाा उत्तर
मधा यकाोााल (राोा तिाोकाोााल) काोा े काोाावााोा य
िाोथाोाा अनाोा य प्रमगख प्रवाताोाृ िाोयाोाोाोां काोाो
साोा पषाोा ट करनाोाे माोाेाोां।
4. िाोाोाोनाोाोाोां हाोा काोाालाोाोाोां काोाे प्रमगख
कवावायाोाोाोां और उनकाोा वावाशाोाेषिाोाोााओां
िाोथाोाा रचनााओां काोा जाानकाार प राापाोा िाो करनाे माेां।

Page 201

198 5. भका तिाोकााल और रा तिाोकााला न कवावायाोां काोाे रा हन अध ययन काोाे
पशा चाोाािो वावाचाोाार वावातनमय माोाेाोां।
6. पदिठ कवावायाोां काोा रचचिाो कवावािाोाोााओां माोाे ाोां
वावावावाध अलांकाोाार, रस काोाा वावाशा लाोाेषण-वावावााोाेचन
करनाोाे माोाेाोांI

म ड ्य ˛ल I: मध ्यक ल न क व ्य –
(भक ्हत क ल) (2 credits) घटक 1 : प ˛वव मध ्यक ल
(भक ् तह क ल)

Page 202

199 a). आदिाोकााला न कावााोा य काोाा साामााना य पररचय - मसदाोा ध,
नााथ, ज`न, राासाो काावााोा य और अमा र खगसराोाो काोाा पररचय

Page 203

200 b) भकाोा तिाो
काोााल काोा
तनराोा णग धोारोा –
साोांि
ाो
एवााोां स ाोा कवावा
c) भकाोा तिाो काोााल काोा सराोा ण धाोााराोाा - काोाृ षाोा ण
एवााोां राोााम काोाावााोा य


घटक 2: भक ् तह क ल - कब र, सर ˛
द स और ह ल ¸

a)कबा र काोाे
िाोाोाोहाो
ाे: गाुरुदाेवा
का अांग-
1.पा छाो ` ाोां लाागाोाा जााइ
................................ ............. दाोा पक
दाोा याा हााथिो
2. सतगाोाुर साोााचाोाा साो
ररवााोाा ाोाााो -------------------------- ललया
ततसाारा साोाु लिाोरण काोा
अाोां ग- स द स क क व्य

1. जजहह घिह प्रा तत ---------उपजज खयाोाे बाेकाोाािाो II
2. लाो हिाो सकाो` ताोाो ------
यहाोाु तन जो`हो` छो िह बबरह .क
अंग-
1.यहाोाु तन जाोाालाोा ाोां.............राोाााोांिाो
पठाोाााोांउाोां ॥
2. अांखिडा याा ाोाााो झाोााईाोां--------पाोाुकाोाारर पाोाुकाोााररII

b). साो रिाोाोाास काोाे पिाो: विरगाोा त-साार,

1. ए अलल ! कहा जोग.........जहर क बेल ॥

2. अाोाााोा खखयाााा हरर- दरसन......... सररताा हा ां साुखा ॥

Page 204

201
3. तनगाोाुण काोा न दसाोाे काोाो..........सबाो`
िाोतत नाोाासाोा ॥ c).
िाोगलसाोा िाोाोाास काोाे पिाो: वावानय
पबिाोकाोाा,
ताोाुलसाोा दाोाास गाोा ताोााप्राोाेस
गाोाोरखपाोाुर 1.दाोा न काोाो
दयाोाालाोाु............ताोाुलसाोा दाोाास
िाोाोाेराोाो II
2.त दयाालाु दा न हा .........चरण सरन पाावा `II

Page 205

202 3.कबहाोाुाोाााो िाोन बबस राोाािाो ......जनिाो लसराोाानाोा याोाोII
घटक 3: भक ् तह क ल - म र ब ई, रि म और ज यस क क व ्य

a)म राबाई के िप:

Page 206

203 1. बसाोां िाोाोाे राे न `नन-------------भक त वाछल गोपाालII

2. िाोाोाे राोाे ताोाो थगरधर गाोाोपााल-------ताोााराो अब
िाोाोाोहहII

3. पग घाोांाोाुघरू बाोाााोांध िाोाोा राोाा ाोाोाा---------काोा
दाोाास राोाे II
b) रहाोा म काोाे िाोाोाोहाोाे:

1.एक ` साधाे सब ------फ ल` फ ल` अघााय II

2. ख `र ख न खााांसा -------जाानत सकल जहान

3. जाोाो रहा िो उत तिाो-------लपिाोाोाे रहत भाोाुजाोांग

4. बबगरा बाात बनाो`……...…िाोिाोाोाे न िोोााखन हाोय।।

5. रहहिाोन अ ाोाोाासाोाुआ नन………..भाोाेद कहह दइाोाे ।।

6. रहिहन धागा प्रेिो………..गाा ठ परर जाय।।
c).जाायसा - िपमाावि का नाािमवाा
वावा रह खण्ड
म ड ्य ˛ल II: र नह क ल अथव उह र मध ्यक ल
(2 credits) घटक 4: र नह क ल : अवध रण , कत्तव
एवह ˙ प्रम प्रवत्त ˛ ह य
a) रा तिाोकााल: नाामकरण एवाां रा तिाो ग राोांथाोाोाोां काोा
अवाधाोाारणाा

b) रा तिाोकााल काोाा वावाभाोााजन: रा तिाोबदाोा ध,
राोा तिाोमगतिाो एवााोां राोा तिाोमसदाोा ध कवावा

c) प्रम गख प्रवावााोाृ त्तयाोाााोां - शाोा ाोांराोा ाोाार एवााोां
आलाोांकाोााररकिाोाोाा, राोााजाोा याोााशाोा य एवााोां अनाोा य
बबिो

Page 207

204 घटक 5: र नह क ल : पदम कर, बबि र और घन नन्द क क व ्य

a).
पदाोा माो
ााकर
काोाे
शाोा ाोा ं ाोाारपरक
एवााोा ं
ऋिाोग
वाणन काोाे पिो

1. औराोाे भाोाााोांतिाो काोां ग जन माोाे ाोां राोा ाो ग ांजरिाो
भाोा र भाोा र।

2. याोाे ननाोा िाोरा ाोाााोांवा िाोाोाे आयाोाे इहाोाााोां
उिाो आई स गिाोाोाा वाह काोा नहाो गा वााोााल काोा ।
3. घर नाोाा स गहाोाािाो नाोाा स गहाोाािाो बन बाोाादहर हाो

Page 208

205 b). बबहाारा काोाे न तिाो, भकाोा तिाो एवााोां शाोा ाोांराोा ाोाारपरक
िाोाोाोहाोा े

1. िाोाोाे राोा भवा -बााधाोाा...............हररत-दताोाु त हाोाोइ॥

2. कहत, निाोत, राोा झत......... ..नाो`ननाोाु हाोा ाोां सब बाोाात॥

3. कागद पर ललखत............िाोाोाे राोाे हहय काोा बाात॥

4. याोाा अनाोाुराोाागाोा थचत्त............उजा जलाोाु हाोइ॥

5. घरु घरु डोलत द न.........िब लखाइ॥

6. िाोाो ाोहन-िाोाो रवात साोा याोाािाो ..........प5. घरु घरु
डाोाोलत दाोा न.........बिाोाोा लखाोााइ॥

6. िाोाो ाोहन- िाोाो रतत
साोा याोाािाो ......... .प्रततबबजबबबबताोाु जग
हाो
ाोइII c). घनाानांिाो : प राेम एवाां स िां ाोयाु काे कवावात्त
1.अांिाोर उिाोाोाेरा – िाोाोााह ...नहाोा काोा रहतन हाो` ।

2.अत िो
सध ाोाो सनाोाेह काोाो .. िाोाोाे ह
ग छटाोाााोांक नहाोा ाोा ं

3.लाोााजतन लपाोाेटाोा चचिाोवातन ...वाग रर मगरर जाोाातन म)

घटक 6: र नह क व ्य श ्ह ˙ ग र भ ष एवह ˙
अलह ˙ क र व `भव

a)
राोा तिाोबद
ाोा ध
काोाावााोा य
माोाे ाोां
शाोा ाोांाोा ृ

b) राोा तिाोमसदाोा ध काोाावााोा य माोाे ाोां
शाोा ाोा ं

c) राोा तिाोम गतिो काोाावााोा य माोाे ाोां
शाोा ाोांाोा ृ

Page 209

206
ाोाार, अलांकाार
योजनाा एवाां
भााषाा
ाोाार, अलांकाार योजनाा एवाां भााषाा

ाोाार, अलांकाार योजनाा एवाां भााषाा

म ड ्य ल˛ III : अह ˙ह गह मलय ह ˙ कन (2 credits)

क्रम
हस˙ख्य
त्तववरण हअ˙क

Page 210

207 1 क यव/ प्रकलप स ेम ेस ्टर क े प्रत ्य ेक म ड ्य ल˛
स े 2*10 20
2 स ेम ेस्टर म े एक ननहय क ल न कक्ष पर क्ष 15

Page 211

208 3 स ेम ेस्टर म े त्तवषय हस˙हब˙ध एक ननहब˙ध 5
क¸ ल य ग 40


Tasks/ Assignments: Any two

1. मधाोा यकााला न दहिाोाोा काोाावााोा य काोा वावाकाोाास याात राा पर
सांक्षिाोपाोा िाो लखाोाे मलखखए।
2. कबा र काोाे पदिठ िाोाोाोहाोां काोाे आधाोाार पर एक समा िोाोाात मक
लाोाेख मलखखए।
3. ककसाोा एक मधा यकााला न कवावा काोाा पररचय और उनका एक रचनाा काोा
समा िाोाोाा काोा काोा जए।
4. मसदाोा ध, नााथ, जाो`न एवााोां राोाासाोाो काोाावााोा य और
अमाोा र खगसराोाो ज `साोाे आदिाोकाोााला न काावााोा य माोाे ाोां
साोाे ककसा एक काा साामाान्य पररचय मलखखए।
5. घनाोाानांिाो काोा
कवावािाोाोााओां माोाे ाोां
अमभवाा यतिाो प राेम, सा िाोयाोाु और
शाोा ाोांप्रकाोाार मभनाोा न हाो`, साोा पषाोा ट
काोा काोा जए I ाोाार
राोा तिाोकाोाालाोा न
भाोाावाबाोाोध साोा े ककस
6. भका तिाोकााल काोाे मा रााबाोााई, रहाोा म, जाायसा माोाे ाोां साोाे
ककसाोा एक काोाे काावााोा य काोा
वावाशाेषिोाोााएा साोा पषाोा ट का क्जए।


हस˙दभव स ि ि त्यहि ˙थ:
1. दहिाोाोा अध ययन मांडल, माोांगबई वावाशा वावावादाोा याोाालय,
रााजपाल एां ड सांस, नई दिाोलाोा ल
2. सांिाो मा रााबाई और उनकाोा पिाोाोाावाला सांपाािाोक,
बलिाोाोाे वा वाांशा
3. रहाोा म ग रांथाावालाोा ,
साोांपाोाािाोक
वावादाोा याोाातनवााोाास ममश
एवााोां राोा ाोाोवावािाोाोा ं राज

Page 212

209
4. साोांिाोभाोाु पगसाोा िाोक:
दहना िाोाोा साोाादहता य काोाा इितहाोाास,
सांपािाोक : डाोा . नराोा ाोाेाोां दा र, मय
िाोररयाारा ां ज, नई दिाोलाोा ल
5. बबहाारा रत्नाकर, शाोा ाोा जना ा नाोााथ
िाोाोाास रत्नााकर बगतस,
6. घनाोाानांिाो – कवावात त काोाा काावााोा य वा `भवा, रााम प्रकाोााश
िाोाोा का षिाोिाो , वावानाोाोिाो पगसाोा िाोक माोांदिाोर,
आरा रा
7. https://epustakalay.com/book/38494 -ghananand -aur-bodha -ke-kavya -
mein...
https://www.hindikunj.com/2018/01/tulsidas -ke-pad.html
8. ttps://poemgyan.com/िाोगलसाोा िाोाोाास-काोाे-पिाो-अथाोाु-
सदहिाो..

Page 213

210 9. स िाोाोाास काोाे पिाो: विरगाोा त-साार,
10.िवारगा त-साोाार, साोांपाोाा आचाोाायाोाु राोाािाोचनाोा र
शाोाुका ल
11.िाोगलसाोा िाोाोाास काोाे पिाो: वावानय पबिाोकाोाा,
ताोाुलसाोा दाोाास गाोा ताोााप्राोाेस गाोाोरखपाोाुर

Page 214

211 12.रहाोा िाो ग रांिाोाोाावाला सपाोां
वावादाोा यावातनाास लिाोशा र एवाां
गाोाोवावादाोां रजना श
13.कबा र ग राोांथाोाावाला – समाोा पाोाािाोक - माोाािाोाोाा
प्रसाोाािाो राोा गपाोा िो
14.कबा र , हज़ाारा प्रसािो द िवावााेिाोाोा
15.वावा नय पबता रकाोाा –वावायाोरा ाोा हरर
16.स िाोाोाास – ब रजाेश शमााोाु
17.भका तिाो काोाे िाोाोा न साोा वार : माोा रा,साो र,कबा र –जा न
साोा राो` टन हा ला , अन गवााोाािाो अशाोाोक क ग माोाार
18.रहाोा म काोाे काावााोा य माोाे ाोां पगराोााखा याोाान, डा . मोहमसन
खाोाान
19.याोाे रहाोा म िाोर िाोर कफरहाोा ाोां – डा .
शाोा ाोा काोाााोां िो
उपााधा यााय

Page 215

212 Semester: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE: MARATHI (ANCILLARY MAJOR)
COURSE NAME: स वि त्य प्रक र ˙च अभ्य स :
क द ˙बर

Total Credits: 06
Total Marks: 100 Marks


अध्यन न उवद्दष्ट े :

१) कवाकवाध सााकहता य प रकाोााराोााचा पररचय कवादा ाोााथा ा ाोाा गनाा करा न
दाोाे णाोा े

२) सााकहत्य प रकाारााांचा रचनाा वा `कशष्ट्ट याे समजावा न सााांणाे

३) साकहत्य प्रकारात ल कादं बर या साकहत्य प्रकारात ल घटकांचापररचय करून देणे.

४) कादां बरा सााकहत यकारााांच याा सााकहत यकवाषयक याोदााा नााांचा ओळख करूनदाेणाे.

अध्यर ्न वनष ्पह :
हाोाा अभ याासक रम पाो ण ग काोाे लाोा ाोाावार कवादा ाोााथा
१) कथन साकहत्यप्रकाराचे स्वरूप स्पष्ट करतो .

२) काादां बरा सााकहत यााचा रचनाावा `कशष्टा ट याे आकण परां पराा सााांताो.

३) कादं बर साकहत्याच व्याकमश्रता स्पष्ट करतो .

म डर ् ˛ल I: स वि त्यप ्रक र च अभ ्य स – क द ˙बर (2
Credits)
घटक १: क दम्बर – कथन त्मक स िवत्य प्रक र

अ) कथनाात मक सााकहत्य प्रकाारााचाा
स `वाााांकतक अभ याासब) कथनाात्मक
साकहत यााच रचनाा वा `कशष्टा ट याे

Page 216

213 क) कथनात्मक साकहत्याच परं परा

घटक २: क द ˙बर – ल ेखन ह `वशष्ट ्य े

Page 217

214 अ) कादां बरा साकहत्य प रकारााचाा स `वाााांकतक
अभ याासब)) कादं बर साकहत्य – रचना तंत्र
क) मराठ कादं बर साकहत्य – परं परा

घटक ३: क द ˙बर वह वह ध प्रक र – ओळख

अ) ऐकतहाकसक कादं बर
ब) ग्राम ण कादं बर
क) महानरर य कादं बर

म डर ् ˛ल II: क द ˙बर - स वि त्यक ˛ त च अभ ्य स (2 Credits )

घटक ४: क द ˙बर - उद ् य – न ˙द खर े

अ) या कादं बर चा रुपबंध

ब) याा काादां बरा चाे आशय स त्र आकण व्यखक्त
कचत रणक) याोाा काोाादाोांबरा ता ल
साोा थल काोााल वाण गन
घटक ५: आन ˙द ओह र र ् क द ˙बर च े स्वरूप वह श ेष

अ) आनंद वओर कादं बर चा रुपबंध

ब) आनांद ओवारा कादां बरा चाे आशय स त्र आकण ि यखक्त
कचत्रणक) आनाोांद ओवारा
काोाादाोांबरा ता ल साोा थल काोााल वाण गन


घटक ६ : क द ˙बर स वि त्य प्रक र
आवण ह चक अ) कादां बरा साकहत्य प रकार
आकण वाााचकाचाा प रकतसााद ब) काादां बरा सााकहत्य

Page 218

215 प्रकाार आकण कवाकशष्टा ट्य कवाचाारसरणा क) कादं
बर त ल वकवकध ज वान जाकवणा

Page 219

216 म डर ् ˛ल III : अ ˙तर ् गत म ˛ल्यम पन (2 Credits)

Sr. No Assignment Marks
1 Task/Assignment/ Activity for each module held in the semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40

क र ् ग / स्व ध ्य र ् (क णत ेि द न)

१) काोाादाोां बरा साकहत यााचाोाे कवाकवाध प रकाोाार थोडका याोाात कलहाा.

२) मरााठ ताोा ल काोाादाोांबरा साकहत यााचाोा पाो वा ग पराोां पराोाा
सकवास्तर कलहाा.

३) काादांबरा साकहत्यााचाे ठळक ताुमच्या शब दाात सााांरा ाोाा.

४) अभ याासक रमाोााि यकतररक्त अशाोाा दाोाोन काोाादाोां बरा काोाारााचाोा
मााकहता कलहाा.

५) काादांबरा सााकहत्यााचाे प रमाुख घटक कवाशद कराा.



स ˙ दभ ग ग ्र ˙थ :

 मरााठाोा काोाादाोांबरा ताोांत्र आकण कवाकाास – प्र. वााा
बाोाापट, ि हा नस प रकाोााशन197
 कादां बरा कवाषया – हररश चांद्र थाोराात, पद्मरा ां धाा प रकाशन, पाुणाे 2006
 कादां बरा – एक सााकहत्य प रकार हररश चांद्र थाोराात, शब्द प रकााशन, माुांबई,2010
 मरााठा काादां बरा चाे पकहलाे शतक, काु साुमाावाता दाेशपााांडाे , माुांबई
मरााठा सााकहत्य सांघ
1975
 मरााठा कादां बरा चाा इकतहाास, चांद्रकााांत बााांकदवाााडाेकर ,माेहताा प्रकााशन,1989

Page 220

217  धाोाार आकण काोााठ, नरहर काोाु रूाोां दकर,दाोाे
शमाोाुख आकण काोां पनाोा ,1971

Page 221

218 Semester: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE: URDU (ANCILLARY MAJOR)
COURSE NAME: URDU POETRY AND ITS FORMS

Total Credits: 06
Total Marks: 100 Marks

Learning Objectives:
1. To develop an understanding about History and art of Ghazal
2. To develop an understanding about the Fani Badayuni and Asghar Gond style of
writing ghazals
3. To develop an understanding about History and art of Nazm
4. To develop an understanding about the Khalilur Rahman Azmi and Akhtarul Iman's
style of writing nazm.

Learning Outcomes:

At the end of the course, studentwill be able to:

1. describes the History and art of Ghazal
2. describes the Fani Badayuni and Asghar Gondvi&;s style of writing ghazals
3. describes History and art of Nazm
4. describes the Khalilur Rahman Azmi and Akhtarul Iman's style of
writing nazm

MODULE 1: URDU GHAZAL & TWO GHAZALGO POETS (2 Credits)

Unit 1 : Art of Ghazal
a) Ghazal - Meaning & Fanni Khususiyat
b) Urdu Ghazal – Umoomi Mauzu’at
c) Urdu Ghazal – History

Unit 2 : Shaukat Ali Fani Badayuni
a) Life
b) Art of Ghazal Goi
c) Ten Selected Ghazals

Unit 3 : Asghar Husain Gondvi
a) Life
b) Art of Ghazal Goi
c) Ten Selected Ghazals


MODULE 2: URDU NAZM & TWO NAZMGO POETS (2 credits)

Unit 4 : Art of Nazm Nigari

Page 222

219
a) Nazm - Meaning & Fanni Khususiyat
b) Urdu Nazm – Kinds and Different Forms
c) Urdu Nazm – History and Gradual Development

Unit 5 : Khalilur Rehman Azmi
a) Life
b) Art of Nazm Goi
c) Ten Selected Nazm

Unit 6: Akhtarul Iman
a) Life
b) Art of Nazm Goi
c) Ten Selected Nazm

MODULE III : INTERNAL ASSESSMENT (2 Credits)

Sr. No Assignment Marks
1 Task/Assignment/ Activity for each module held in the semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40
Tasks/Assignments ( Any Two)
1) Urdu Ghazal ke fun par apne khayaalat likhiye.
2) Urdu Ghazal ka ahed ba ahed irteqa
3) Faani badayuni ki Shakhsiyat par Raushni daliye
4) Faani badayuni ki ghazal goi ka jaayeza lijiye.
5) Asghar Gondvi ki Shaksiyat par apni malumaat qalam band kijiye.
6) Asghar Gondvi ki Ghazal goi ka jaayeza lijiye.

References :
 Urdu Ghazal by Yusuf Hussain khan
 Ghazal ka Naya Alamati Nizam by Anees Ashfaque
 Faani Badayuni Hayat aur Khidmat by Mughni Tabassum
 Faani ki Shayari by Zaheer Ahmad Siddiquie
 Asghar Gondvi : Shakhsiyat aur fun by Zubaida Khatoon

Page 223

220
Semester: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE: GUJARATI (ANCILLARY MAJOR)
COURSE NAME: UNCONVENTIONAL LITERATURE IN GUJARATI
Total Credits: 06
Total Marks: 100 Marks
Learning Objectives:
1. To understand the different forms of unconventional literature written in Gujarati.
2. To critically understand the variety of language styles used in the writing this literature
3. To develop the skills of effective communication for using such type of literary work.

Learning Outcomes:

At the end of the course, students will be able to:

1. Identify the features of unconventional Literature in Gujarati

2. Compare the difference in vocabulary used in unconventional literature

3. present the review of unconventional literature using the similar vocabulary


MODULE I: LITERATURE IN GUJARATI FOR FUNCTIONAL
COMMUNICATION (2 Credits)

Unit 1: Critical understanding of the functional Gujarati Literature for Advertisements

a) Elements of the communicative language of advertisements: Characteristics of the message,
constructing an argument as to attract, Use of emotive language, Highlights.

b) The socio -linguistic style used in the advertisement: Meaning and significance for the
impactful message.

c) The language is used for clarity of Graphical and other visual figures.

Unit 2: Critical understanding of film writing and reviews

a) Scriptwriting for the movie from popular Gujarati literature (stories, Novels, Biographies,
etc: Identifying from various such movie adaptions, the typical language, style, and other
elements of converting literature to the movie script.

b) Converting narratives conversations into the dialogue with emotive language

Page 224

221 c) Scriptwriting from the documentaries: comparing with the films or similar movies, Essential
elements

Unit 3: Scriptwriting for a play or Drama

a) identifying the elements of scriptwriting from popular Gujarati Plays

b) comparison between the script written for films and plays with reference to purpose,
audience, nature, etc.

c) A critical review of the scripts of different types of performing art in Gujarati: One-act play,
full drama, street plays, Bhavai


MODULE II: FICTIONS AND NONFICTION FORMS OF GUJARATI
LITERATURE (2 Credits)

Unit 4 : Different types of reports
a) Research / Project reports Format, Process of Chapterization, the specific language used,
Rules and protocols of writing report

b) Newspaper reports: Characteristics, criteria for unbiased report writing

c) Critical and reflective review writing of the film, and other forms of literature: in the context
of the novel or similar literature. : Essential elements of writing the review like the theme of
the literature, characters, situations, Author’s perspective, message, and moral reflected.
Negative and positive criticism from the lens of the reviewer.


Unit 5. Fictions (in the context of Historical journey in Gujarati language,
characteristics, Language style significance, review of selected popular literature)

a) Meaning, characteristics and historical background of fictions in Gujarati

b) Historical and Social Fictions in Gujrati Literature: Novel, Poetic forms of literature

c) Science/horror fiction: Science -based writing in Gujarati, and unrealistic ghost stories are
written in Gujarati

Unit 6: Non-fiction literature: (Historical journey in Gujarati language, characteristics,
Language style significance, review of selected popular literature)
a) Autobiography

b) Biography: characteristics and style of writing

c) Political literature: Journals, magazines. Periodicals

MODULE III : INTERNAL ASSESSMENT (2 Credits)

Page 225

222 Sr. No Assignment Marks
1 Task/Assignment/ Activity for each module held in the semester (2X10) 20
2 One periodical class test held in the given Semester 15
3 One Essay test held in the given Semester 05
Total 40

Tasks/Assignments (Any Two):
1. Write a newspaper report on a review of the newly released Gujarati film keeping in mind
the unbiased view that would be appreciated and trusted by the readers for deciding whether
to watch it or not.

2. Make a presentation on the significant features of Gandhiji’s Autobiography ‘My
experiments with truth’ written in Gujarati with reference to l anguage style, highlights of
each chapter, values reflected, and also your justification for prescribing others to read it.

3. Carry out the following project:

● Explore and make a list of popular Gujarati authors and composers who are known
for writing fiction and non-fiction literature.

● Write a comparative chart of their unique specialty and styles with common features
all follow as an essential part of writing these two types of literature.

4. Make an online survey of the general interest of the Gujarati readers in Fiction and non -
fiction literature with their justification and write a research report with reference to the
analysis of the survey done in around 1000 words. Attach the survey templet with the report.

5. Review any fictional and non fictional literature in Gujarati and write a reflective report on
it.

References:
 Ray,Madhu,Kalptaru,Ahmedabad,Vora Prakashan,1987 
 Munshi K.M.Patan -ni Prabhuta, Ahmedabad,Gurjar Prakashan,2001 
 Joshi,Umashankar,and others. Gujarati Sahitya -no itihas,(Vol.I) Ahmedabad,Gujarati
Sahitya Parishad,2001 
 Dalal,Yasin,Akhbari lekhan,Rajkot, Pravin Prakashan,1997 
 https:/ /www.ugc.a c.in/pdfnews/2254402_B.A. -with-Gujarati.pdf 
 Refer to different Gujarati Newspaper, magazines, periodicals. 

Page 226

223 Semester III
Part III
CORE COURSE : GERMAN (ANCILLARY MAJOR)

COURSE NAME: GERMAN LANGUAGE 3

Total Credits: 06
Total Marks : 100

Note: Language proficiency of A2 level as per the Common European Reference Framework
is necessary for this course. Candidates should have completed (passed) A2 at Max Mueller
Bhavan / Goethe Institut / equivalent course at University of Mumbai / any other university /
any other qualification equivalent to A2.

Learning Objectives :
1. Apply language learning skills of reading, listening, understanding, speaking and writing
skills at the intermediate level. (CEFR B1.1)
2. Analyze language structures at the intermediate level.
3. Practice of German language structures, their application in authentic situations.

Learning Outcomes:
At the end of the course, students will be able to:

1. Construct and answer more complex questions pertaining to areas of interest, feelings,
desires or events from one’s life and one’s surroundings.
2. Respond to daily life situations in German.

MODULE I - Reisen und Geschichten (2 credits)
Unit 1 : Gute Reise!

a) Sprachhandlungen über Vorlieben und Abneigungen sprechen | ein Gespräch im
Reisebüro verstehen und führen | Hotelbeschreibungen verstehen | Kommentare schreiben |
eine Geschichte schreiben | Durchsagen verstehen | einen Blogeintrag verstehen
b) Wortschatz
Urlaubsarten | Reiseangebote | Serviceangebote
Aussprache n – ng – nk
Landeskunde Alm-Blog: Arbeiten auf der Alm Der Film Verrückte Hotels
c) Grammatik Infinitiv mit zu | Verblassen


Unit 2 : Alles neu!

a) Sprachhandlungen über Kaufentscheidungen sprechen | Gründe und Gegengründe
ausdrücken | etwas reklamieren | Informationen über neue Technik verstehen | einen
Kommentar schreiben | Werbeanzeigen vergleichen | Meinungen zu Werbung äußern | über
Werbung sprechen
b) Wortschatz Technik und technische Geräte | Werbung

Page 227

224 Aussprache Intonation: Freundlich oder unfreundlich?
Landeskunde Werbung in Deutschland Der Film Menschliche Netzwerke
c) Grammatik Nebensatz mit obwohl | Genitiv | Präpositionen: wegen, trotz

Unit 3: Wendepunkte

a) Sprachhandlungen Texte über Wendepunkte im Leben verstehen | über Vergangenes
berichten | über Zitate sprechen | eine Radiosendung verstehen | eine E -Mail mit Tipps
schreiben | Informationen über historische Ereignisse verstehen
b) Wortschatz Ereignisse im Leben | Glück | historische Ereignisse Aussprache ts und
tst
Landeskunde Die Wende: Deutsche Wiedervereinigung Der Film Die Grenze ist
offen
c) Grammatik Präteritum | temporale Präpositionen: vor, nach, während | Folgen aus
drücken: deshalb, darum, deswegen, so ... dass, sodas

MODULE II GEGENWART UND ZUKUNFT (2 Credits)

Unit 4: Arbeitswelt

a) Sprachhandlungen Gespräche bei der Arbeit führen | Irreales ausdrücken | sich
entschuldigen | auf Entschuldigungen reagieren | Bewerbungstipps verstehen | über
Bewerbungen sprechen | am Telefon nach Informationen fragen | Informationen geben | einen
Text strukturieren | Tipps austauschen
b) Wortschatz Arbeit und Arbeitssuche | Stellenanzeigen | Bewerbung Aussprache
Mehrere Konsonanten hintereinander Landeskunde Bewerbung und Vorstellungsgespräch
in Deutschland Der Film Mannheimer Popakademie
c) Grammatik Konjunktiv II der Modalverben | irreale Bedingungssätze mit Konjunktiv
II | Pronominaladverbien: dafür, darauf, ... | Verben mit Präposition und Nebensatz

Unit 5: Umweltfreundlich?

a) Sprachhandlungen etwas vergleichen und begründen | über Umweltschutz diskutieren
| einem längeren Text Informationen entnehmen | eine Geschichte schreiben | über das Wetter
sprechen | einen Text verstehen und dazu einen Kommentar schreiben
b) Wortschatz Umwelt und Umweltschutz | Papier: Geschichte und Verwendung |
Wetter Aussprache Sprechrhythmus in langen Sätzen Landeskunde Wetter in D -A-CH |
Engagement für die Umwelt Der Film Einsatz in den Schweizer Bergen
c) Grammatik Nebensatz mit da | Komparativ und Superlativ vor Substantiven | n -
Deklination | aus + Material

Unit 6: Blick nach vorn

a) Sprachhandlungen über Pläne und Vorsätze sprechen | genauere Angaben zu Personen
machen | einen längeren Zeitungstext verstehen | über die eigene Stadt schreiben | ein Lied
verstehen | über Lieder sprechen
b) Wortschatz Zukunftsprognose | Stadtplanung Aussprache ss oder ß Landeskunde
Hamburg heute und 2030 | „Leb deine Träume“ – ein Lied der deutschen Band „Luxuslärm“
Der Film Retortenstadt vom Reißbrett: Hafencity Hamburg

Page 228

225 c) Grammatik Futur I | Relativsätze: Relativpronomen im Dativ und mit Präposition
Aussprache ss oder ß Landeskunde

MODULE III - INTERNAL ASSESSMENT (2credit)

Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40

Tasks/Assignments (Any Two)
1. Listening Comprehension
(Best score of two tests)
2. Mini Project or Group Work
3. Test
(Best score of two tests)
4. Oral Examination
(One internal and one external examiner should be present.)
For Oral Examination:
1. Reading a text out loud
2. Picture description
3. Debate

Text Books:
1. Dengler, Stefanie, u.a.: Netzwerk B1. Deutsch als Fremdsprache. Kursbuch und
Arbeitsbuch. (Kapitel 1 -6) München / Delhi: Klett Langenscheidt / Goyal Saab 2015
Additional material may be compiled and used by the teacher.
Reference Books:
 Aufderstraße, Hartmut, u.a. : Lagune 3. Deutsch als Fremdsprache. Kursbuch und
Arbeitsbuch. Ismaning: Max Hueber Verlag 2013
 Braun -Podeschwa, Julia, u.a. : Menschen B1. Deutsch als Fremdsprache. Kursbuch.
Ismaning: Hueber 2019
 Funk, Herman, u.a.: Studio d - Grundstufe: B1. Gesamtband - Kurs - und Übungsbuch
mit mit Zertifikatstraning. Berlin / New Delhi: Cornelsen / Goyal Saab 2017
 Any other textbook for B1.1 / B1 level proficiency (corresponding to the topics in the
syllabus) may be used as a reference book.
 Websites:
 https://einstufungstests.klett -sprachen.de/eks/uebungen -netzwerk -b1/

Page 229

226 SEMESTER: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE: HISTORY (SCHOOL SUBJECT)
COURSE NAME: HISTORY OF ANCIENT INDIA
(EARLY PERIOD TO 10th CENTURY A.D.)

Total Credits: 06
Total Marks: 10

Learning Objectives:
1. To introduce the Early period, protohistory, and important political and social
events till 11th Century CE of India.
2. To give a brief idea about the different sources and the changing
interpretations of ancient Indian history.
3. To understand the evolution of social and political institutions in the Vedic
society

Learning Outcomes:

At the end of the course, students will be able to:

1. After completing this course students are expected to have a fair knowledge of the
prehistory, protohistory and sources of Ancient Indian History.
2. Student will be able to Identify Approaches towards the sources and the study of
ancient Indian history.
3. Student will be able to understand the evolution of social and political institutions in
the Vedic society, Religious dissent and the rise of Jainism and Buddhism

MODULE I: PRE HISTORIC PERIOD (2 Credits)

Unit 1: First Urbanization - Indus Valley Civilization
a) Discovery & Extent
b) Socio -Economic, Political system & art and Architecture of Indus Valley Civilization

c) The decline of the Indus Valley Civilization

Unit 2: Vedic Age
a) Janapada
b) Social and Economic Life
c) Religion and Literature

Unit 3: Second Urbanization
a) Administration of Mahajanapadas
b) Jainism and Buddhism
c) Persian and Greek Invasions

MODULE II: DYNASTIES OF THE DECCAN AND GREATER INDIA (2 Credits)

Page 230

227 Unit 4:Mauryas and Shungas
a) Chandragupta and Ashoka
b) Mauryan Administration
c) Shungas

Unit 5 : Post Mauryan Period
a) Kushanas&Satvahanas
b) Gupta Period
c) Harshvardhan and Arab Invasion

Unit 6: Major Dynasties of the Deccan and Greater India
a) Rashtrakutas and Chalukyas
b) Chola and Pallavas
c) Greater India


MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40

Tasks/Assignments: (Any two)

1. Make a poster on different types of seals of Indus valley civilizations
2. Make a map of the extent of Ashokan edicts
3. Prepare a presentation on the Impact of Indian Culture in South East India.
4. Group discussion on Gupta period
5. Compare the Socio -Economic, Political systemof people during Indus Valley
Civilization with today’s scenarios.

References:
● Alavi Seema (ed.), The 18th Century in India, OUP, New Delhi, 2002.
● Basham A. L. (ed.), Cultural History of India, OUP, New Delhi, 1975.
● Basham A. L., Wonder That Was India, Rupa, Mumbai, 1971.
● Jha D. N., History of Ancient India, Manohar, New Delhi, 1998.
● Kulke Hermann (ed.), State in India : 1000 to 1700 A. D., OUP, Delhi, 1995.
● Marshall P. F., 18th Century in India : Revolution or Evolution, New Delhi, 2003.
● Rizvi S.A.A., The Wonder That Was India Vol.II, Foundation Books, New Delhi
1993.
● Sastri K. A. Nilkantha, The Cholas, University of Madras, 2002.

Page 231

228 ● Sharma R. S., Light on Early Indian Society and Economy, Manaktalas, Mumbai,
1966.
● Thapar Romila, History and Beyond, OUP, New Delhi, 2000.

Books in Marathi & Hindi:
● Agarwal O.P. -Essentials of Conservation & Museology (Marathi Tr.)
● Dhawalikar M. K., PrachinBharatiyaNanakashastra, Continental Prakashan, Pune,
2007.
● Dhavalikar M.K., Kone Eke Kali Sindhu Samskriti, RajahamsaPrakashan, Pune.
2008
● Deo S. B., Puratattvavidya (Marathi), Continental Prakashan, Pune, Reprint 2007.
● Jha Amiteshvar, BharatiyaSikke, IIRNS, Anjaneri, 2004.
● Oza G. H., PrachinBharatiyaLipimala (Marathi Tr.), Sahitya Academy, Delhi, 1977.
● Prabhune P., MaharashtratilChalanachaItihas, Diamond Publications, Pune 2007.
● Sankalia H. D., PuratattvaParichay (Marathi), Deccan College, Pune.
● Vajpeyi K. D., AitihasikBharatiyaAbhilekha, Publication Scheme, jaipur, 1992

Page 232

229
SEMESTER: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE: GEOGRAPHY (SCHOOL SUBJECT)
COURSE NAME: GEOGRAPHY OF INDIA and GEOGRAPHY
OF MAHARASHTRA
Total Credits: 6
Total Marks: 100

Learning Objectives:
1. To develop an overall understanding about the geography of India.
2. To develop an overall understanding about the geography of Maharashtra.
3. To understand the distribution of physiographic divisions, rivers and climate in India
and in Maharashtra.
4. To study and understand the distribution of forests, soils, minerals and energy
resources and the problems and methods of soil and forest conservation in India and
in Maharashtra.
5. To study and understand the features and problems associated with agriculture,
industry, transport and communication sector in India and in Maharashtra.

Learning Outcomes:
By the end of the course, students will be able to:
1. Explain Geography of India and Maharashtra.
2. Summarize distribution of physiographic divisions, rivers and climate in India and in
Maharashtra.
3. Describe distribution of forests, soils, minerals and energy resources and the problems
and methods of soil and forest conservation in India and in Maharashtra.
4. Report problems associated with agriculture, industry, and transport and
communication sector in India and in Maharashtra.

MODULE I: GEOGRAPHY OF INDIA (2 Credits)

Unit 1: Physiographic divisions of India, rivers and climate of India.
a) Location and extent -Physiographic divisions of India (Mountain ranges, Plateaus,
Plains, Coastal Plains and Islands)
b) Drainage system in India – distribution of major Himalayan rivers – distribution of
major peninsular rivers – distribution of major lakes in India.
c) Climate of India – features of various seasons.

Unit 2: Forest, Soil, Minerals and energy resources in India.
a) Distribution of forests - problems associated with degradation of forests – conservation
of forests in India.
b) Distribution of soils - problems associated with degradation of soils – conservation of
soils in India.
c) Distribution of minerals and energy resources.

Page 233

230 Unit 3: Agriculture, Industry, Transport and Communication sector in India.
a) Distribution of various agricultural activities in India and problems associated with
Indian agriculture.
b) Distribution of major industrial activities in India and problems associated with
development of industries.
c) Distribution of transport and communication facilities and associated problems.

MODULE II: GEOGRAPHY OF MAHARASHTRA (2 Credits)

Unit 4: Physiographic divisions of Maharashtra, rivers and climate of Maharashtra.
a) Location and extent -Physiographic divisions of Maharashtra (Mountains, Plateau,
Plains)
b) Drainage system in Maharashtra – distribution of rivers – distribution of lakes.
c) Climate of Maharashtra – features of variousseasons.

Unit 5: Forest, Soil, Minerals and energy resources in Maharashtra .
a) Distribution of forests - problems associated with degradation of forests – conservation
of forests in Maharashtra.
b) Distribution of soils - problems associated with degradation of soils – conservation of
soils in Maharashtra.
c) Distribution of minerals and energy resources.

Unit 6: Agriculture, Industry, Transport and Communication sector in Maharashtra.
a) Distribution of various agricultural activities in Maharashtra and problems associated
with agriculture in Maharashtra.
b) Distribution of major industrial activities in Maharashtra and problems associated
with development of industries.
c) Distribution of transport and communication facilities and associated problems.

MODULE III- INTERNAL ASSESSMENT (2 Credits)


Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40

Tasks/Assignments (Any Two)
1. Name and locate important geographical features discussed in the syllabus on an
outline map of India.
2. Name and locate important geographical features discussed in the syllabus on an
outline map of Maharashtra.
3. Study thematic maps that use dot method, choropleth, isopleth or proportionate circles
technique and answer the questions based on the map.

Page 234

231 4. Interpret a thematic map based on dot method, choropleth, isopleth or proportionate
circles technique.
5. Write a report on problems associated with agriculture, industry, and transport and
communication sector in India and in Maharashtra.

References:
• Sharma, T.C.: (2013) Economic Geography of India, Rawat Publications.
• Hussein Majid: (2017) Geography of India, Mcgraw Hill.
• Oxford Student Atlas for India(2017), Oxford University Press
• Economic Geography – Johns
• Environmental Geography – Savindra Singh

Page 235

232 SEMESTER: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE: ECONOMICS (SCHOOL SUBJECT)
COURSE NAME: MACROECONOMICS – I

COURSE CREDITS: 6 CREDITS
TOTAL MARKS: 100 MARKS


Learning Objectives:
1. To introduce students to the historical background of the emergence of
macroeconomics.
2. To familiarise students with various concepts of national income.
3. To familiarise students with Keynesian macroeconomic theoretical framework of
consumption and investment functions.
4. To introduce students to the role of money in an economy.
5. To introduce students to the conceptual and theoretical frameworks of inflation, and
related concepts.
6. To help the students to prepare for teaching macroeconomics.

Learning Outcomes:
By the end of the course, students will be able to:
1. Use macroeconomic analysis as a way of understanding the world.
2. Familiarize with the basics of Keynesian macroeconomics.
3. Explain policy making and its pitfalls.


MODULE I: INTRODUCTION TO CLASSICAL AND KEYNESIAN
MACROECONOMICS (2 Credits)

Unit 1: Introduction and National Income
a) Macroeconomics - Meaning, Scope, Importance, Limitations
b) Meaning and Concepts of National Income - GDP, GNP, NNP, PCI, Personal Income,
Disposable Income
c) Methods of National Income Measurement - Difficulties in the Measurement of
National Income - Circular Flows of National Income (2 -3-4 Sector Models)

Unit 2: Theory of Employment and Output
a) Classical Theory of Employment, Say’s Law of Market.
b) Keynes’ Criticism of Classical Theory
c) Keynesian Theory of Employment – Aggregate Demand, Aggregate Supply and
Employment Determination (Effective Demand)

Unit 3: Consumption and Investment
a) Consumption Function – Meaning, Various Concepts - APC, MPC, Psychological
Law of Consumption, Factors influencing Consumption Function
b) Saving - APS, MPS - Investment – Meaning, Types, Marginal Efficiency of Capital

Page 236

233 c) Concept of Multiplier – Assumptions – Working –Diagram – Leakages.



MODULE II - MONEY, INFLATION AND MACROECONOMIC POLICY (2 Credits)

Unit 4: Money
a) Money – Meaning and Functions
b) Value of Money – Meaning, Quantity Theory of Money, Cash Balance
Approach
c) Supply of Money – Various Measures of Money Supply published by RBI

Unit 5: Inflation
a) Inflation – Meaning, Types, Causes – Demand Pull and Cost Push Inflation,
Concept of Deflation
b) Effects of Inflation - Measures to Control Inflation
c) Philips Curve (Short Run, Long Run) – Concept of Stagflation

Unit 6: Macroeconomic Policy
a) Objectives of Macroeconomic Policies
b) Monetary Policy - Meaning, Instruments, Advantages and Limitations
c) Fiscal Policy - Meaning, Instruments, Advantages and Limitations

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr.No Particulars Marks
1 Task/Assignment/ Activity for each module held in the semester
(2X10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40


Tasks/Assignments (Any Two)
1. Using a numerical example calculate APC, MPC, APS, MPS.
2. Analysis of trends in per capita income
3. Recent trends in inflation
4. Essay on changes in monetary policy
5. Essay on changes in fiscal policy

References:
 Ahuja, H.L. (2019): Macroeconomics – Theory and Policy (LPSPE), 20th Edition. S.
Chand Publishing. 
 Dwivedi, D. N. (2018): Macroeconomics: Theory and Policy, 5th Edition Mc Graw
Hill Education. 

Page 237

234  Jhingan, M. L. (2019): Macro Economic Theory, 13th Edition, Vrinda Publications
Private Limited.
 Mankiw, N. G. (2015): Principles of Macroeconomics, 7th Edition, Cengage Learning
India.
 Dornbusch, R., Fischer, S. and Startz, R. (2018): Macroeconomics, 12th Edition, Mc
Graw Hill Education. 
 Samuelson, P. A., Nordhaus, W. D. and Chaudhuri, S. (2021): Macroeconomics, 20th
Edition, Mc Graw Hill Education. 

Page 238

235 SEMESTER: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE :MATHEMATICS AND STATISTICS(SCHOOL SUBJECT)
COURSE NAME: DERIVATIVES
Total Credits: 6
Total Marks: 100

LEARNING OBJECTIVES:
1. To understand the basic principles, methodologies, and a thorough knowledge of the vast
power of mathematical ideas and tools, as well as how to utilize them through modeling,
solving, and interpreting.
2. To Reflect the subject's breadth and generate mathematical tools for further research in
different domains of science and technology.
3. To Enhance students' holistic education and provide them with the computational
mathematical ability, problem -solving skills, creative talent, and communication power
required for teaching.
4. To Encourage students to acquire a positive attitude toward mathematics as a fascinating
and worthwhile subject of study.

Learning Outcomes:
After completing the semester, the students will be able to:
1. Apply the knowledge of the learnt topic in a given situation.
2. Analyse mathematical pattern involved in the topic.
3. Analyse the interconnection between the topics.
4. Examine accuracy of the given solution of the problems based on the topic.
5. Reflect on the utility of the learnt concept.

MODULE I: DIFFERENTIATION (2 Credits)

Unit 1: Basic concepts of differentiation
a) Definition of differentiation at a point of an open interval, examples of differentiable
and non -differentiable functions, differentiable functions are continuous but not
conversely
b) Algebra of differentiable functions. Chain rule, Derivative of inverse functions,
Implicit differentiation,
c) Partial derivatives.

Unit 2: Higher order derivatives
a) Definition of higher order derivatives, nth derivative of xm, (ax+b) m, (ax+b)-1,
log(ax+b), exp (ax+b) Sin(ax+b), Cos(ax+b), eaxSin(bx+c) eaxCos(bx+c)
b) Leibnitz rule for higher order derivatives, applications.
c) Differential equations – definition, types of d.e, linear first order d.e, homogeneous
d.e, forming a d.e. from a general solution, solving d.e variable separation method.

Unit 3: Practicals:
a) Derivatives (using the definitions involved)
b) Different methods of finding derivatives.
c) Partial derivatives.

Page 239

236 d) Higher order derivatives
e) Leibnitz rule – applications
f) Different equations.

MODULE II: APPLICATIONS OF DERIVATIVES (2 Credits)
Unit 4: Maxima – minima and curvature
a) Definition of local maximum and local minimum, necessary condition, stationary
points, second derivative test, Monotone increasing and decreasing function,
examples
b) Graphing of functions using first and second derivatives
c) Concave functions, points of inflexion.

Unit 5: Mean Value Theorems
a) Rolle's theorem and its applications
b) Lagrange's and Cauchy's mean value theorems, applications and examples.
c) Taylor’s theorem, Maclaurin’s series, Taylor’s polynomials of functions.

Unit 6: Practicals:
a) Maxima -minima problems
b) Drawing graphs of functions using derivatives.
c) Concavity of functions
d) Rolle’s functions
e) Lagrange’s mean value theorem.
f) Taylor’s Mean Value theorem and Maclaurin’s series

MODULE III: INTERNAL ASSESSMENT (2 Credits)

Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40

Internal Assessment (20 marks):
Assessment of Practical components will be based on Unit 3 and Unit 6.
1. The Practical Journal (05 marks)
2. Individual Viva -voce (05 marks)
3. A Practical Test (10 marks)

References:
 A Course in Calculus and Analysis by Sudhir Ghorpade and Balmohan Limaye,
Springer 2006.
 Calculus and its Applications, Marvin L. Bittinger, David J. Ellenbogen and Scott
A. Surgent, Addison Wesley, tenth edition.
 Calculus of a single variable Ron Larson , Bruce Edwards, 10th edition.
 Differential Calculus, Shantinarayan, 10th Edition, S. Chand and Co.

Page 240

237  Elementary Analysis, The Theory of Calculus, Kenneth A. Ross, Springer
Publication, 2nd edn.
 Introduction to Real Analysis by Robert G. Bartle and Donald R. Sherbert, 4th
Edn, John Wiley and Sons.
 Master Maths: Solving Word Problems. Brita Immergut. Cengage Learning PTR.
2009
 Principles of Mathematical Analysis, W. Rudin, Third Edition, McGraw Hill,
1976
 Smarter Integral Calculus for JEE Main, Advanced, KVPY & Olympiads.
Gajendra Kumar. Disha Publication; First edition. 2020
 The mathematics that Every Secondary School Teacher Needs to Know. Alan
Sultan & Alice F. Artzt. Routledge. 2011

Page 241

238
SEMESTER: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE: PSYCHOLOGY(Jr. College Subject)
COURSE NAME: EDUCATIONAL PSYCHOLOGY

Total Credits: 6
Total Marks: 100

Learning Objectives:
1. To develop an understanding of the nature, scope and relevance of educational psychology
2. To develop an understanding of the concept, nature, characteristics, process of learning
factors affecting Learning.
3. To develop an understanding of the processes of Learning through various theoretical
perspectives
4. To develop an understanding of the cognitive processes of learning

Learning Outcomes:
By the end of the course, student will be able to:
1. Understand the basic concepts of Educational Psychology
2. Realize the scope of Educational Psychology
3. Summarize the implications of Heredity& Environment
4. Assess the relevance of Educational Psychology
5. Comprehend the various Mental processes
6. Apply the implications of Theories of Multiple and Emotional Intelligence

MODULE I: UNDERSTANDING BASIS OF EDUCATIONAL PSYCHOLOGY (2 Credits)

Unit 1: Educational Psychology
a) Meaning of Educational Psychology
b) Nature of Educational Psychology
c) Scope of Educational Psychology

Unit 2: Relevance of Educational Psychology
a) Relevance of educational psychology to teachers,
b) Relevance of Educational Psychology to Learners,
c) Relevance of Educational Psychology to teaching -learning

Unit 3: Individual Differences & Learning Styles
a) Meaning and Types of Individual Differences
b) Heredity and Environment
c) Learning Styles

MODULE II- UNDERTANDING MENTAL PROCESSES (2 Credits)

Unit 4: Thinking and Types of Thinking
a) Concept of Thinking

Page 242

239 b) Types - divergent, convergent, critical, reflective, lateral. Problem solving.
c) Meta -cognition: Meaning, Components & Strategies

Unit 5: Intelligence
a) Intelligence – Concept
b) Gardner’s Theory of Multiple Intelligence
c) Implications of Gardner’s Theory of Multiple Intelligence

Unit 6: Emotions and Emotional Development
a) Emotions (Concept, importance and types)
b) Emotional development,
c) Concept of Emotional Intelligence & educational implications

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40

Tasks/ Assignment (Any Two)

1. Administer Learning Style Inventory by Kolb on Self and identify the dominant Learning
Style.
2. Administer Emotional Intelligence Test and identify your EQ.
3. Administer Multiple Intelligence Test by Gardner and identity your dominant Intelligence
4. Administer Thinking Style Inventory to identify your thinking style
5. Administer Metacognitive Awareness Inventory to understand the Metacognitive strategies
that you adopt
6. Conduct an Interview of two school teachers and identify how the knowledge of Educational
Psychology has helped them to deal with students in their classroom

References:
 Atkinson& Hilgard’s Introduction to Psychology. Wadsworth Publishing Company
 Coon, D. &Mitterer, J.O. (2007). Introduction to Psychology: Gateways to Mind and
Behaviour(11th edition). Delhi (India): Thomson Wadsworth
 Woolfolk, A. &Vij, S. (2017). Educational Psychology. Pearson

Page 243

240
SEMESTER: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE : SOCIOLOGY(Jr. College Subject)
COURSE NAME: INDIAN SOCIETY: CONCEPTS, STRUCTURE AND
PROCESSES

Total Credits: 6
Total Marks: 100

Learning Objectives:
1. To introduce students to the structure and dynamics of the Indian Society
2. To familiarize students with the concepts of social change and social movement
3. To understand the changing realities of the Indian society

Learning Outcomes: By the end of the course students will be able to:

1. Explain the tribal, urban and rural structure of the Indian society
2. Examine the concepts of social movements and social change
3. Analyse the process of social change in India
4. Examine the resistance movements in contemporary India.

MODULE I: Structure of Indian Society(2Credits)
Unit1 : Tribal Society

(a) Definition and Geographical Distribution of Tribes
(b) Characteristics of Tribal Society
(c) Issues of Tribal Integration and autonomy

Unit2: Rural - Agrarian Society

(a) Nature, scope, significance, relevance of rural society
(b) Village studies
(c) Agricultural Labour - Issues and Problems

Unit 3: Urban society

(a) Characteristics of Urban society
(b) Recent trends of Urbanization in India
(c) The challenge of slums

MODULEII: Social Change and Social Movements in India (2Credits)

Unit4: Concepts of Social Change and Social Movements

(a) Meaning/ Characteristics of Social Change
(b) Meaning/ Characteristics of Social Movement
(c) Types of Social Change/Social Movement

Page 244

241
Unit5: Social Change in India

(a) Sanskritisation
(b) Modernisation
(c) Secularisation

Unit 6: Resistance Movements

(a) Tribal movement
(b) Farmers’ Movement
(c) Dalit Movement

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40


Task/ Assignment: (Any two)

1. Power Point Presentation on any Social Change in India
2. Field Visit to any tribal area and note down the social conditions, challenges and new
trends
3. Report on Urban society - challenges of urban and recent trends
4. Critical analyse a movie based on tribals and write a review
5. Organise any one activity on tribal art form


References:

• Ahuja, Ram. (1999): Society in India, Rawat Pub.
• BOSE, ASHISH [2002] ‐ India’s Urbanization 1901‐2001 ‐ New Delhi: TATA Mc GRAW
HILL
• Giddens, Anthony (2017) Sociology (8th edition), Atlantic Publishers
• Gupta, Dipankar. (2011): How rural is rural India – RNFE, Oxford Handbook of Agriculture.
• Jodhka, S. (2002): Nation and Village, Economic & Political Weekly, August 10.
• Patel, Sujata & Das Kushal [2006], Urban Studies New Delhi: Oxford University Press.
• Srinivas, M.N. 1971, Social Change in Modern India University of California Press Berkeley

Page 245

242 SEMESTER: III
Part III: Curriculum and Pedagogical Studies




Total Credits: 6
Total Marks: 100 CORE COURSE :PHILOSOPHY(Jr. College Subject)
COURSE NAME: INDIAN METAPHYSICS


Learning Objectives:
1. To familiarize with the basic concepts in Indian metaphysics
2. To analyze the ontological theories in Indian philosophy.
3. To study Indian perspectives on self, causality and reality.
4. To evaluate critically the debates between major systems over the core concerns in
metaphysics.

Learning Outcomes:
By the end of the course, students will be able to:
1. Realize how Indian metaphysics has its own basis and uniqueness.
2. Acquaint with Development of metaphysical perspectives in Indian systems of
thought.
3. Grasp some of the pertinent issues regarding self, causality and reality.

MODULE I - Perspectives on Self & Causality (2 Credits)

Unit 1: Perspectives on Self in Upanishads &Advaita
a) Upanishadic perspective on self: Katha Upanishad: Self-Knowledge
b) Taittiriya Upanishad’s Pancakosha theory of human existence.
c) Advaita view of self: the three planes of existence (sattatraya) and four levels
consciousness.
Unit 2: Buddhist & the Jaina views on self
a) Nairatmyavada (the No-soul theory) in Buddhism
b) The Pancaskandha theory (theory of 5 conglomerates) in Buddhism
c) Jain Classification of Reality: their view on plurality of jivas.

Unit 3: Theories of Causation
a) Satkaryavada&Asatkaryavada.
b) Advaita theory of Vivartavada
c) Buddhist theory of Pratityasamutpada.

MODULE II - Perspectives on Reality (2 Credits)

Unit 4:Dualist Perspectives on Reality

a) Samkhya Dualism
b) Vaiseshika Pluralism.
c) Madhva’s dualism: the theory of Pancabhedas(fivefold differences)

Page 246

243 Unit 5: Vedantic Non-Dualist Perspectives on Reality
a) Sankara’sMayavada and his non-dualist view on the relation between Atman,
Brahman and the world.
b) Ramanuja’s critique of Sankara’sMayavada
c) Ramanuja’s theory of qualified non-dualism and his and exposition of the relation
between Atman, Brahman and the world.

Unit 6: Carvaka Monistic Materialism, Buddhist Kshanikavad& Jain Pluralist
Relativism

a) CarvakaMaterialism
b) Buddhist theory of Kshanikavad(theory of momentariness)
c) Jaina theory of Anekantavad (Doctrine of many -sidedness)

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40


Tasks/ Assignment (Any Two)
1. Assignment on Carvaka view on reality.
2. Open book assignment on Dualist Perspectives on Reality
3. Power Point Presentation on Vedantic Non-Dualist Perspectives on Reality
4. Critical review the Buddhist & the Jaina views on self
5. Seminar Presentation views of Self in Upanishads &Advaita

References:
 Chattopadhyay D.P., Lokayata: A Study in Ancient Indian Materialism (People’s
Publishing House; Third edition (2006)
 Dalvi (Editors) (2004). The Essential Vedānta: A New Source Book of
AdvaitaVedānta. Bloomington, Indiana.
 Deutsch Eliot, Advaita Vedanta: A Philosophical Reconstruction, East - West Center
Press, Honolulu, New York, 1968. Chapters 1,3 & 4.
 Gethin, Rupert .The Foundations of Buddhism(Oxford University Press, 1998.
 Gokhale, Pradeep Lokayata/Carvaka OUP, New Delhi, 2015
 Joerg Tuske, ed., Indian Epistemology and Metaphysics, Bloomsbury Academic,
Bloomsbury, Oxford, 2017, Part 4.
 Joerg Tuske, ed., Indian Epistemology and Metaphysics, Bloomsbury Academic,
Bloomsbury, Oxford, 2017, Part 2.
 John M. Koller, Oriental Philosophies, Macmillan, 1969, chapter 12.

Page 247

244  Maharaj K. Raina, The Levels of Human Consciousness and Creative Functioning:
Insights from the Theory of Pancha Kosha (Five Sheaths Of Consciousness),
Woodland, http://www.indigenouspsych.org/Resources/Journal%20of%20TPPsy.pdf 
 Max Muller, Katha Upanishad, in The Upanishads - Part II, Dover Publications,
1962.
 Nagin shah. Jaina philosophy and religion, Motilal Banarsidass, (2001) 
 PurushottamaBillimoria, ed., History of Indian Philosophy, Routledge, New York,
2018, chapter 1
 Raju, P. T. The Philosophical Traditions of India. Pittsburgh: University of
Pittsburgh Press, 1972.
 Roy W. Perret, Indian Philosophy A Collection of Readings, Routledge, New
York,2001 
 Roy W. Perrett, Introduction to Indian Philosophy, Cambridge University, 2016,
chapter 6.
 Shah Nathubhai. Jainism: The World of Conquerors (Delhi: Motilal Banarasidas
Publishers, 1999)
 SS Sastri, trans., Kathopanishad, in The Katha and Prasna Upanishads with Sri
Shankara's Commentary, Harvard College Archives. 
 Stephen J. Laumakis, An Introduction to Buddhist Philosophy, Cambridge University,
2008, chapter 7.
 T.C. Roy, A Companion Guide to Indian Philosophy, R.K Publications, Mumbai,
2018.

Page 248

245 SEMESTER: III
Part III: Curriculum and Pedagogical Studies
CORE COURSE: POLITICAL SCIENCE (Jr. College Subject)
COURSE NAME: POLITICAL THOUGHT: WESTERN AND INDIAN

Total Credits: 6
Total Marks: 100
Learning Objectives:
1. Acquaint the students with the contemporary political thought.
2. Internalize an appreciation for classic texts in political thought.
3. Develop an understanding of different Western and Indian thinkers
4. Appreciate the writings of pioneer thinkers of western and Indian political thought
through a comparative perspective.

Learning Outcomes:
By the end of the course, students will be able to:
1. A rich understanding of the depth and range of discussions in political thought.
2. Apply the knowledge gained from readings of classics in understanding contemporary
political discourses.
3. Compassionate approach while dealing with diverse social groups of learners.
4. Analyse and evaluate various socio - political themes that shape our present political
environment.

MODULE I - Western Political Thinkers(2 Credits)

UNIT 1 – Ancient, Medieval & Modern
a) Aristotle – Classification of governments & Idea of Justice
b) Niccolo Machiavelli – Statecraft
c) J.S. Mill – On Liberty

UNIT 2 - Political Economic Thought
a) St. Simon - Utopian Socialists
b) Adam Smith - Classical Liberalism
c) Karl Marx - Communism

UNIT 3 NEW TRENDS IN CONTEMPORARY POLITICAL THOUGHT
a) Simone de Beauvoir - Feminism
b) William Kymlicka - Multiculturalism
c) Michael Sandel - Meritocracy

MODULE II - Indian Political Thinkers(2 Credits)

UNIT 4 - Ancient & Modern
a) Kautilya – Basics of Arthashastra
b) Bal Gangadhar Tilak - Swaraj & Swadeshi

Page 249

246 c) M. N. Roy - Communism & Humanism

UNIT 5- Spiritual Nationalism
a) Bankim Chandra Chatterjee
b) Swami Vivekananda
c) Sri Aurobindo Ghosh

UNIT 6- Modern Indian Thinkers
a) Dr. B.R. Ambedkar - Social Justice
b) Jawaharlal Nehru - Modern India
c) Ram Manohar Lohia - Socialism

MODULE III: INTERNAL ASSESSMENT (2 Credits)


Sr.No Particular Marks
1 Task/Assignment/ Activity for each module held in the semester (2x10) 20
2 One periodical class test held in the given semester 15
3 One Essay held in the given semester 5
Total 40


Tasks/ Assignment (Any Two)
1. Group discussion - multiculturalism, Nationalism, Patriotism, Meritocracy &
Reservation,
2. Make a plan for making an inclusive campus
3. Film review on the course content
4. Street play on the course content
5. Identify and write about the aspects of Political Philosophies put into actual practice
from course content
6. Poster Making on the course content
7. Book Reviews on course content
8. Survey in campus on awareness/ knowledge about thinkers and their thought
9. Collage on a theme related to course content
10. Activities - suggested topics - Participation of women in Political activities, (From Past
to Present)
11. Invite Guest speakers/ experts on the course content
12. Write essays comparing Indian and Western thinkers form course content.

References:
 Keer, D. (1990) Dr Babasaheb Ambedkar Life & Mission, Popular Prakashan Private
Limited, Bombay
 Keer, D. (1959) Lokamanya Tilak - Father Of The Indian Freedom Struggle, Printed
by India Printing Works, Published by Kangutkar, Mumbai
 Arora, V. K.: RammanoharLohia and Socialism in India. Deep and Deep
Publishers,New Delhi, 1984.

Page 250

247  Gauba, O.P. 2019. Western Political Thought. N. Delhi: Macmillan. First published in
2012.
 Ray, B.N. & R. K. Mishra. 2018. Indian Political Thought. N. Delhi: Kaveri Books.
First published in 2008.
 Rangarajan, L N: KautilyaArthashastra. Penguin, 1992
 Mukherjee, S. & Ramaswamy, S. (2015), A History of Political thought: Plato to
Marx, Delhi: PHI Learning Pvt. Ltd.
 Mehta, V. R. 2017. Foundations of Indian Political Thought. N. Delhi: Manohar. First
published in 1996.
 Sabine, G. H. (1973), A History of Political Theory. New Delhi: Oxford and IBH
Publishing 
 Selected Speeches and Writings of Sri Aurobindo from BandeMataram and
Karmayogin. 
 Sri Aurobindo - Spiritual Nationalism - 1- https://pragyata.com/sri -aurobindo -spiritual -
nationalism -and-indian -renaissance -i/
 Sri Aurobindo - Spiritual Nationalism - 2- https://pragyata.com/sri -aurobindo -spiritual -
nationalism -and-indian -renaissance -ii/
 Ambedkar, B. R., & Rodrigues, V. (2002). The essential writings of B.R. Ambedkar.
New Delhi: Oxford University Press.

Page 251

248





























Semester IV

Page 252

249








SEMESTER IV
PART 1
CORE COURSE: HINDI (COMPULSORY LANGUAGE)
COURSE NAME: HINDI


Total Credits:06
Total Marks :100

अि धगम उद्द े श्य:
1. भाषा सृजन के विविध पहलुओं को समझना।
2. छााता ाोाोाोां का भाषााई का शल काा िवाकाास करनाा।
3. वाहन दा हाास य-ि यांग्य काे स िरा प काा ज्ञाान प रदान करनाा।
4. छााताोा ाोाोाोां काोाो काोााव्य काोाे दा वााोााराा मवाहलाोाा सवशक तकरण
काोाे प्रवात उदाोाार भाािाोनाा। वानमाोाा गण करनाा।
5. व्याकरण और भाषा का सं ाोां ध समझना।
6. आधाुवानक कााल काे लाेखक िाो किवायाोां काे सावाहद धवाक आांदाोलन काो
समझनाा।

िअधगम ि नष्पि ह :
इस इकााई काे अध ययन काे पश चाात छााता याोग्य होगाे,
1. प राोाेमचाोांद , ाोाा ाो अना नपाो णाोाा ग नाोांद अक रा
लाोाोटाोाा, शरद जाोश हाासा य वाा याोांग्य काोाे अाोांतग गत म वालक
तत ाोाोाोां पर
, पर विचार करने में।
2. किवाताा माोाेाोां वानवाहत स दय ग वा ाोांदाोाु काोाा िवाशा लाोाेषण
करनाोाे म।ाोाे ाोां
3. रसाास िाादन काोाे सााथ कलाोााता मक अवाभरुवाच वानमाोाा गण माोाेाोां और
रचनाोाात मक काोा शल माोाे ाोां

Page 253

250 4. किवातााओाोां काोाा भाािाोाोााथ ग तथा पााठ काोाे
गदा याोाााोांशाोाोाोां काोाा भाािाो स पष्ट कर सकाोाे ाोां गाोा े
5. ि याोााकरण काोाा उपयाोाोग करकाोाे भाषाोाा भाोांडार माोाेाोां
िाोाोाृदा धिो
6. कठाोर पररवाथथवातयाोाोाोां काोाा मावाम गक वाचताोा ण,
साोांिाोाोाेदनाापाो ण ग वाचताोा ण, ि यवा द धक ताोाावादताा िो
उपयाोाोवागताािाोाो ााद ताा काोाा िोण गन, मनाोदशाोाा काोाा
वाचताोा ण, काोाा िाोाोााचन और लाोाेखन

Page 254

251 कर सकाोाे ाोां गाोाे।

Page 255

252
म ड ्य ˛ल I ि ह ˙द ह स्य व ्य ˙ग्य- प ्र ेमच ˙द ,ब ब ˛ अन्नप ˛ण ¸ न ˙द
अकबर ल ट , शरद ज श ;
ि ह ˙द क व्य
: स्त्र स्वर- हम द े ह ह म ¸ स ¸भद्र क ¸ म र
च ौह न, क त्य यन ; व्य करण (2
Credits)


घटक 1 हि न्द ह स्य-व ्य ˙ग्य
अ) प्रेमचंद ड़े भाई साह (‘मानसरोिोर ’ भाग-1)
) ाोाा ाो अना नपाो णाोाा ग नाोांद अक रा लाोाोटाा
(इाोां टरनाोाेट पर उपलबा ध) क) शरद
जाोशा हाोनाा काु छ नहा का

घटक 2िहन्द क व्य : स्त्र स्वर
अ)महाोाादाोाे िोोा िाोमाोाा ग माो`ाोां ना र भरा दलाोा (‘याामाोाा’
काोााव्य साोांग रह)
) सुभद्रा कु मार च हान झांस क रान (अंशत :)
क) काोाािाोाोाायना साात भाइयाोाोाोां काोाे ाोा च
चाोांपाोाा (इसाोा नााम काोाे साोांग रह साोाे)

घटक 3 व्य करण
अ)िवारााम वाचह्न : साामाान्य पररचय
) अनाेक
शबा ाोाोाोां काे
वालए एक शबा क)
शाोाुिाो िोत गन

म ड ्य ˛ल II ि ह ˙द ह स्य व ्य ˙ग्य श्र ल ल श ¸क्ल , ह ररश ˙कर परस ई ,
क े प सक ् स ेन ; ि ह ˙द क व्य :
स्त्र स्वर- अन ि मक , ि नम ¸ल गग ¸ ,गगन ि गल ; व्य करण (2 Credits)

Page 256

253 घटक 4 ह स्य-व ्य ˙ग्य
अ)श्रा लााल शाोाुक्ल अाोांगद काोाा पाोाााोांिाो ( इाोां टरनाोाेट पर
गदा यकाोाोश पर उपलब्ध )
) हररशांकर परसाई िोह जाो आदमा ह` नाा (इांटरनाेट पर वाहांदा - समय
पर उपलब ध) क) काोाे पाोा सका साोाेनाा चाोांदन
िाोाोाुड वाचल्डा र न स्काो ल

Page 257

254 घटक 5 हि न्द क व्य : स्त्र स्वर
अ)अनाोाावामकाोाा िाोाोाृिाोाोााएाोा ं
) वानम गलाोाा गग ग रा र काोाा दजाोाा ग

Page 258

255 क) गगन वागल यह रहाा उसकाा िोर (एक और दाो)

घटक 6 व्य करण और भ ष
अ) साोांका षाोाेपण
) पद्धल्लन
क) लाोाोकाोाोवाक्तयाोाााोां : अथ ग एिाोाोां प्रयाोाोग

म ड ्य ˛ल III : अ ˙तग ¸त म ˛ल ् ˙कन (2 Credits)

िाोम
सांख याा िवाि
ाोरण अंक
१. काोााय ग/दत त काोााय ग
साोाेमाोाेस टर काोाे
पा रिाोाोाेक म डा याो ल साोाे
2*10 २०
२. साेमाेस टर मा ां एक वानयत कााल न कक्षाा पर क्षा १५
३. साोाेमाोाेस टर माोाेाोां
वािाोषय साोां ाोांधाोा एक
वान ाोांध ०५
काु ल
याोग ४०

हद क य ¸ –(क ई भ द )
1. अनाोाावामकाोाा दा वााोााराा रवाचत िाोाोाृिाोाोााएाोां
वाहाोांदाोा काोााव्य काोा माो ल साोांिाोाोाेदनाा स पष्ट काोा वाजए।
2. डाो.ाोाे भाई साह इस पााठ माोाेाोां लाोाेखक नाोाे समाो च वाशक षाा
काोाे वाकन ता र तरा काोाोाोां पर
वाा याोांग्य वाकयाोाा हाो`? आप अपनाे िवाचार प्रकट का वाजयाेi
3. अनाेक शबा ाोाोाोां काे वालए एक शबा ऐसाे 200 शबा ाोाोाोां का स चा नाएा ।
4. “लाोाोकाोाोवाक्तयाोाोाोां काोाा भाषाोाा माोाेाोां महता पाो ण ग थथान” इस
पर वान ाोांध वालवाखए।
5. प राोाेमचाोांद अपनाोाे याोाुग काोाे एक महाान साावािहकाार रहाोाे
हाो`ाोां। इनकाोा साावाहद धवाक
याोगदाोाान पर चचाोााकग ा वाजए।


स ˙दभ ¸ स िहत्य ग ्र ˙ह :-
• प्रेमचंद क कहान - ड़े भाई साह

Page 259

256 • https://premchandstories.in/bade -bhai-sahab -kahani -premchand -pdf/
• ाोाााो अना नपाो णाोाा ग नाोांद काोाा वाा याोांगा य- अक रा लाोाोटाा
• http://gadyakosh.org/gk
• शरद जोश का व्यंग्य- होना कु छ नह ंका
• https:/ /www.navne ethindi.com
• महाोाादाोाेिोोा िाोमाोाा ग काोाा गाोा त- माो`ाोां नाोा र भरा
दाोाु ख काोा दलाोा

Page 260

257 • http://kavitakosh.org/kk
• साुभद राा काु माार चा हाान का किवाताा- झााांस का रााना
• https:/ /www.hindwi.org/kavit a/jhaansii -kii-raanii -subhadrakumari -chauhan -kavita
• काोाािाोाोाायना काोा किवाताा- साात भाइयाोाोाोां
काोाे ाोा च चाोांपा
• https:/ /www.hindwi.org/kavit a/saat-bhaaiyon -ke-biich -champa -katyanii -kavita
• श्रा लााल शाोाुक्ल काोाा वाा याोांगा य-अाोांगद काोाा पाोाााोांिो
• https:/ /www.hindisamay.com/ content/3713/1/
• हररशांकर परसााई काा ि यांग य- िाोह जाो आदमा ह` ना
• https:/ /www.hindisamay.com/ content/636/1
• काोाे पाोा सका साोाेनाा काोाा वाा याोांगा य- चाोांदन िाोाोाुड
वाचल्डा र न स्काो ल
• https:/ /www.ra chanakar.org/2017/01/blog -post_99.html
• अनाोाावामकाोाा काोा किवाताा- िाोाोाृिाोाोााएाोा ं
• https://books.google.co.in/books
• गगन वागल का किवाताा- यह रहाा उसकाा िोर (1 और 2)
• http://kavitakosh.org/kk
• माान सराोिाोर भााग एक रााजकमल प रकााशन, वादल ला ।
• कवि नाोाे कहाा, काोाािाोाोाायना वाकताा िोर प रकाोााशन,
वादल्ला
• किवा नाे कहाा, अनाावामकाा वाकताा िाोर प रकााशन वादल ला
• आधाुवानक वाहांद कााव्य िप रााह, स ब रह मनाेश िर प रसााद रााय स `लजाा प रकाशन
पा जा काुां जिवाहाार, यशोदानगर , कानपुर
• वाहाोांदाोा रा प रचनाा भाग एक एिाोाोां दाोाो प्र स आचाय ग
जयाोाेाोांद्र वाताोा िाोाोाेदाोा लाोाोकभारता प रकाोााशन, इलोाहा
ाोााद।

Page 261

258 SEMESTER IV
PART 1
CORE COURSE: MARATHI (COMPULSORY LANGUAGE)
COURSE NAME: MARATHI

श्र ेर ् ˙क: ०६
एक˛ ण र ् ¸ ण: १००


अध्यनन उवद्दष्ट े:
१)द `नांकदन ज वानाात उपयाुक्त भााकषकका शला ाोाे कवाककसत करणाे.
२)ि याावाहााररक भााषााकवाषयक क षमतााांचा ओळख दाेणाे.
३)एकांककका या साकहत्य प्रकाराचा पररचय देणे.

अध्यर ्न वनष ्पह :
हाोाा अभ याासक रम पाो ण ग काोाे ला ाोाावार कवादा ाोााथा
१) द`नांकदन जा वानाात भााकषकका शला ाोाााोां चाे याोग यप रकााराे उपयोजन करताो.
२) ि याावाहााररक भााषााकवाषयक क षमतााांचाे साादरा करण करतो.
३) एकााांकककाा याा सााकहत्य प रकारााचाे स्पष्टा करण करताो .
४) एकांककका या साकहत्य प्रकाराचे स्वरूप स्पष्ट करतो .
म ड ्य ˛ल I- मर ठ एक ˙वकक र ्
स वि त्यप ्रक र ˙च ओळख ( २ श्र ेर ् ˙ क)
घटक १ : एक ˙ वकक : स ्वर ˛प ह स ˙कल्पन
अ) एकााांकककाा साकहत यााचाा प रकारााचाा
स `वाााांकतक कवाचाार ब) एकांककका साकहत्य
प्रकारच परं परा
क) एकांककका साकहत्य – एकोण स शतकानन्तरच्या एकांककका चार ले खकांचा पररचय
घटक २ :एक ˙वकक : वह वह ध प्रक र ˙च अभ ्य स
अ) साामााकजक एकााांकककाा - स िरूप, लाे खन
वा `कशष्टा ट याे ब) ग राामा ण एकााांकककाा -

Page 262

259 स िरूप, लाे खन श `ला
क) एकाोाााोांकककाोाा वा समाोााज उदा बाोाोधन
घटक ३ : एक ˙ वकक ˙च अभ ्य स:
अ) एकााांकककाा - रूप कवाशाेष

Page 263

260 ब) एकांककका - वकषयस त्र वा
रचना क) एकााांककका -
भााषााश `ला
म ड ्य ˛ल II- व्य ह ि ररक मर ठ भ ष वह षर ्क
क ्षमत ˙च ओळख ( २
श्र ेर ् ˙ क)

घटक ४ : भ ष ˙तर
अ) भाषाोाााोांतर - स िरूप
वा वााो`कशष्टाोा याोा े ब)
भाषांतरचे वकवकध प्रकार
क) भाषांतर सरावा
घटक ५ : भ वषक क ौशल्य े हवक स
अ) श रवाण वा सांवाााद
याा का शला ाोाााोां चाा
पररचयब) श रवाण वा
साोांवाााद
काोा शला ाोाााोांतअ
ाोांतभ ाो गत घटक क) भाकषक
काोा शला
कवाकाासााचाोाे मााराोा ग
घटक ६ : वटप्पण ले खन
अ) कटप पणा लाोाे खन करताानाा लक्षाात ठाोाे
वााावायााच याोाा राोा ाोाोषा टाोा ब)
वााृता ाोाााोां त लाे खनााचाे स िरा प
क) वााृता ाोाााोां त लाे खनााचाे उपयाोजन

म ड ्य ˛ल III- अ ˙ तर ् गत म ˛ल्यम पन – ४० र ् ¸ण ( २
श्र ेर ् ˙ क)


अनु क्र. स्वरूप र
ाो

Page 264

261 ाु
ण
प रत याेक माोड य लवार आधााररत ककमाान दोन
स िााध यााय २०
अाोांतराोा गत चााचणाोा
परा क षाा १५
कनबंध ०५
एक ण र ाोा ु ण ४०

ख ल ल प `क क णत्य ि द न वह षर ् ˙ह र स्व ध्य र ्
वलि .
१. ताोाुमा हाोा अभ याासलाोाे ला ाोाा
एकाोाााोांकककाोाे मधाोा ल आवाडलाोाे लाोा
एकाोाााोांकककाोाा महाोााकवादा ाोाालााच याा
काोााय गका रमाात सदर कराा वा त्यााचा अहवाााल कलहाा.
२. एकााांकककाा याा सााकहत्य प रकाारचाा स `वाााांकतक पररचय सकवास्तर कलहाा.

Page 265

262 ३. ताोाुमच याोाा महाोााकवादा ाोाालयाात झाोाालाोाे ला ाोाा एकाोाा
काोााय गका रमााचाोाे कटप पणाोा लाोाे खन कलहाोाा.

Page 266

263 ४. श रवाण या भााकषक का शला ाोााचाे घटक काोणताे? ताे कवाककसत करण्याासााठा दहा उपााय
साुचवााा.
५. भाषाोाााोांतरााच आवाशाोा यकताा स पष ट कराा. भाषाोाााोांतर करताानाा
काोाोणता याोाा राोा ाोाोष टाोा लक षाोाात ठाोाे वााोााि याोाात?

साोांदभ गग राोांथ -
१) वािनडक मरााठा एकााांवाककाा : सांपाा. साुधा जोशा , रत नााकर मतकर , साावािह अकाादमा ,
वादल ला .
२) िसाोत्काोाृ ष्ट मरााठाोा एकाोाााोांवाककाोाा, प रभाकर नााराायण
पराोाााोांजपाोाे, साोाुपण ग प रकाोााशन, पाोाुणाोाे, १९४८
३) मरााठाोा एकाोाााोांवाककाोाा ताोांता आवाण िवाकाास - साोांपाादक श राोा .
राोां. भ . वाभडाोाे साोाुपण ग प रकाोााशन पाोाुणाोाे.
४) एकााांवाककाा िवाशाेषााांक, पांचधाारा, जाुल `- सप टाे र २०१५
५) भाषांतर - सदा कऱ्हाडे
६) भाषांतर म मांसा - संपा कल्याण काळे िो अंजल सोमण .

Page 267

264 SEMESTER: IV
Part I
CORE COURSE: GUJARATI (COMPULSORY LANGUAGE)
COURSE NAME : GUJARATI DRAMA REVIEW AND FACTUAL TEXT


Total Credits: 06
Total Marks: 100 Marks


LEARNING OBJECTIVES:
1. To develop an awareness of writing a critical review of the Gujarati drama
2. To Be familiar with the descriptive text in Gujarati and related contextual Grammar.
3. To develop appreciation of the Gujarati Drama writing art

LEARNING Outcomes:
By the end of this course, student will be able to:
1. Review and identify the text style used in the social media on different platforms
2. Use contextual grammar from the Gujarati text
3. Critically review the different aspects of Gujarati performing literature
4. Identify the nuances of drama writing

MODULE 1: GUJARATI DRAMA AND DESCRIPTIVE TEXT (2 Credits)


Unit 1: Gujarati Drama by Askok Patode and directed by Sanjay Garodia.’Ba Retire
Thay chhe’
a) Brief description of the story, importance of the theme, style and gentre of the play
b) Director’s interpretation of the play, reflection on the main character in the drama,
Social Issue focussed in the play and reflection with reference to the real life situation
c) Significant grammar concepts, language style. Overall reflection on the likes and
dislikes of the students.
Unit 2: Epistolary write -up (Letter writing)
a) Meaning: Epistolary write -ups (patrasambandhi lekhan), Types and sub -types of
letters
b) ‘Ek Patra Khushiyona Sarname’ written by Yakshita Patel, critical analysis in terms
of type of letter, subject, grammar concepts, author’s perspective.

Page 268

265 c) Essential grammar for letters: Basic rules for both types, appropriate figures of
speech, vocabulary and punctuations. Identification from epistolary Gujarati text.
Unit 3: Descriptive text: (Review and contextual grammar)
a) Nibandh: ViIpul Mali’s Gujarat Kala and Sanskruti Darshan
b) Pravas Varnan:Amrut Patiya Ami’s ‘Pravas Varnan’
c) Jeevan Darshan nibandh: Natwar Gohel’s, ‘Sardar Vallabhbhai Patel’


MODULE 2: GUJARATI SOCIAL MEDIA AND TEXT (2 Credits)
Unit 4: Comprehension of the Gujarati advertisements on social media:
a) Review of advertisements on different social media platforms and: Electronic and
print media
b) purpose, use of language style, social issue addressed, proverbs or figures of speech
used,
c) students’ narrative and reflection on their likes and dislikes of the advertisement under
study
Unit 5: Newspaper and text
a) Identification of different types and forms of text in the newspaper
b) Comprehension of the Editorial and ascent columns in the newspaper
c) Identification and listing of significant vocabulary used in the Gujarati newspaper and
its application in writing a report.
Unit 6. Digital Social Media: TV, Facebook, Instagram
a) Features of text displayed on Gujarati TV channels
b) Newsroom and different forms of reporting events or current affaires: Identification of
scripts for different types.
c) Trends of TV serial and common trends of the narratives of these serials on Gujarati
channels, social issues addressed.
MODULE 3: INTERNAL ASSESSMENT. (2 Credits)

No Assessment Marks
1 Project work from every module of the semester
2*10 20
2 Class test 15
3 subject related assignment 1 05
Total marks 40

Page 269

266
Task/ Assignment (Any two)
1. Select any famous Gujarati Drama and write a review based on the elements given in the
Unit 1.
2. Review the Novel ‘Chhinnapatra’ written in the form of letters by Suresh Joshi and write a
narrative of any 5 letters from the novel using the style of descriptive writing.
3. review the advertisements that you liked the most displayed on the TV and create the script
on the similar theme by incorporating social message through the advertisement. Write a e -
mail to the Product owner for the approval of your advertisement. (present the creative in the
class through a role play)
4. Based on comprehension of the Jeevan Darshan book on Sardar Vallabhbhai Patel under
study, prepare a chart displaying his qualities and achievements using the grammar concepts
like figures of speech, proverbs or any suitable language style.
5. Listen to the Gujarati News readers from different channels and prepare the Glossary of pure
Gujarati vocabulary which is not commonly practiced in day -to-day life. Use them in any
literary work that you write. Display the glossary in the classroom.

Reference links:
 https:/ /www.matrubharti.com/book/re ad/content/19904768/a -letter -to-the-address -of-
happiness
 https://gvbooks.in/product/gujarat -kala-ane-sanskruti -darshan -dhyey/
 https://www.matrubharti.com/book/19865565/pravas -varnan
 https://www.matrubharti.com/book/19865565/pravas -varnan
 https://en.wikipedia.org/wiki/Chhinnapatra

Page 270

267 SEMESTER IV
PART 1
CORE COURSE: (COMPULSORY LANGUAGE )
COURSE NAME : TarjumaNigaari
TOTAL CREDITS: 6
TOTAL MARKS: 100


LEARNING OJECTIVES
1. To understand the Art (Fun), types and fundamental issues of Tarjuma Nigari.
2. To understand the need, importance and principals of Tarjuma Nigari.
3. To understand the competency, principles and application of Tarjuma Nigari
(translation) and IstelahSaazi (terminology).
4. To develop a critical understanding of Translation, translator and important colleges.
5. To understand and appreciate the Special contribution of colleges for
translation(Tarjuma Nigari).
6. To develop a critical understanding and application of the Art of Translation (Tarjuma
Nigari) with reference to Urdu and English languages.

LEARNING OUTCOMES
At the end of the course the student will be able to
1. describe the Art (Fun), types and fundamental issues of Tarjuma Nigari.
2. explain the need, importance and principals of Tarjuma Nigari.
3. analyse the competency, principles and application of Tarjuma Nigari (translation)
and IstelahSaazi (terminology).
4. critically analyse the samples of Translation, translator and important colleges.
5. explain and appreciate the Special contribution of colleges for translation(Tarjuma
Nigari).
6. analyse and apply of the Art of Translation (Tarjuma Nigari) with reference to Urdu
and English languages.




MODULEI: TARJUME KA FUN, GAYAT AUR CHAND ISTELAHAT
(2 CREDITS)


Unit1: Turjume Ka Fun
a) Tarjume Ki Tareekh
b) Tarjume Ki Iqsam (Ilmi, Adabi, Sahafati)